Research to BHP Billiton

Topic: Research to BHP Billiton
Order Description
Topic/s: Report Planning: A major international business enterprise. This stage of the
project requires you to select a major international business enterprise and
examine its experience in the light of the concepts and theories introduced in
the early part of this unit (i.e. Chapters 1, 2, 3, 4, 6, 7 and 8) of the text by
Cavusgil et. al. These chapters cover foundation concepts and selected aspects
of the environment of international business studies.
Details: The task is to create a Report Plan as a way of building your research skills by
adopting a systematic approach to the task. This involves library and electronic
database searching, description and evaluation of a range of sources, brief
summaries of material, analysis of the significance of data sources and steps
that will help you clarify and define the main issues relevant to the company
that you select.
This exercise will allow you to use your research sources to develop a viable
plan for research for the Project Report. (The skills learnt here should be
transferable to all other units you study).
You MUST NOT write an essay for this stage of the assignment; brief notes
are appropriate. You need to develop your research skills so that you can
construct a research plan and creates notes that explain how the material in the
listed chapters can be used to understand the experience of and challenges
facing your selected company.
Following these steps should help you complete Assignment One. Listed here
as A-F for your convenience.
A. Identify a major international business enterprise
Use the library data bases to be sure that you will be able to access and
understand the materials you require for the project. You will need to consider
several companies before making a final choice. A crucial consideration in your
choice will be the extent to which the company chosen allows you to explore its
experience using the concepts of this unit.
• Explain why you have chosen this company? Some factors that might
influence your choice are:
• A firm’s role in the global pattern of trade
• Comparative and competitive advantage as they apply to the firm
• Does its activity represent some aspect of New Trade Theory? If so
examine the implications of such theory for its pattern of international
businesses.
• Theories of Foreign Direct Investment and the Eclectic Paradigm
• Does the firm represent an example of the Stages Models of
Internationalisation?
• Its organisational form
• Effects of and implications of culture, legal and economic systems in
the countries in which the firm operates.
• And other concepts or ideas from the relevant chapters of the Cavusgil
et. al. text.
Once you have settled on a company you should list the main issues that are
pertinent to this company and offer examples to illustrate. The emphasis that
you give to international business concepts will be depend upon the relevance
of each to the company that you have chosen. You need use your judgement
here and that judgment needs to be informed by careful reading of the text and
selected journal articles.
B. Search Library Catalogues
Consult a range of catalogues including University of Canberra and the
National Library of Australia (NLA). Data bases such as those for journals and
companies (e.g. Global Mint). These will contain books and articles relevant to your chosen company and the generic international business issues that
confront that company.
C. Use quality items published on the internet:
Find some sources that meet these criteria
• It is authoritative
• The site is clear about its own sources and reliability
• It is up to date or provide material that most likely not been published
in other formats (e.g. refereed journals)
D. Statistics and secondary data used to illustrate your argument.
Look for suitable statistics and data to include in your report. Show the reader a
few examples of the types of evidence you will use in your Report. Cite the
sources and availability of the data, and show how you might compile and
display it. A summary table you have constructed or a diagram that richly
illustrates main points in your research would be ideal.
E. Progress so far – time to pause and reflect.
Reflect and carefully evaluate your progress. Have you covered all the points
adequately and do are you beginning to form a thesis or main line of argument
for your Project Report? Check that you have used the theory of the early part
of the unit to examine key issues confronting your company.
F. Plan for the Project Report
Now as the final step for the this Assignment One construct a plan with section
headings, sub-headings, bullet points or phrases and short paragraphs that
reflect your development of the report and your line of argument up to this
point. It needs to be more than a list of points; the reader should be able to
discern clearly your line of argument from your plan.
An assessment evaluation sheet will be provided on the Moodle site. Read it for
guidance on the presentation of your work. Check you have covered all the
points in this sheet before you hand in the assignment.
Take care to use correct citation methods: use Harvard Author/Date (Check the
UC library site for full information on these methods).


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A Tale of Two Airlines

A Tale of Two Airlines Case Study
BRITISH AIRWAYS
British Airways (BA) was the result of a merger in 1974 between British Overseas Airways Corporation (BOAC), which offered long haul flights, and British European Airways (BEA) that specializing in flights to continental Europe. In its early years, BA was very bureaucratic and rules-oriented. At that time, BA was reported to have had an introspective, inflexible culture where over-staffing was routine, hierarchy was all important and little attention was paid to customer service, employee opinion or profitability.
Substantial cultural differences continued post-merger. BOAC staff tended to look down on their BEA counterparts, believing they provided flights for ?tradesmen? whereas their own services were for ?gentlemen?. BEA employees on the other hand regarded the BOAC staff as snobs who had no real sense of the cut-throat world of commercial competition. The result was disastrous in terms of performance. In 1980, BA was voted the airline to avoid at all costs and, at the time, it was also the most unpunctual European carrier flying out of the United Kingdom.
When John King was appointed by Prime Minister Margaret Thatcher as BA Chairman in 1981, he saw a need for drastic action, not least because the company was suffering from huge financial losses. His ?survival plan? resulted in nearly 20,000 staff redundancies, closed routes and the disposal of BA?s cargo-only service.
When Colin Marshall took over as CEO in 1982, an operating surplus had been created for the first time since the merger. Marshall?s objective was to build on this by encouraging all BA staff to take responsibility for customer satisfaction, and also to develop a more holistic outlook on the company, bridging functional and cultural divides. An extended training initiative was developed. Marshall was quoted at the time as talking about ?designing? BA staff to deliver good service, just as BA already designed the seats on its planes, its inflight entertainment and the airport lounges to do the same.
The first of these training events was launched in 1983. Two days long, it was called ?Putting People First?, and was eventually attended by 40,000 staff. The course focused on encouraging effective personal relationships, the idea being that if staff felt good about themselves they would feel good about interacting with customers. A senior director was present for question and answer sessions at these events and Marshall himself frequently attended. Other programs followed, including ?Managing People First? for BA?s 1,400 managerial and supervisory staff, launched in 1985. Its objectives were to foster a more caring and trusting relationship between managers and their teams, and to improve communication and staff motivation. Another ‒ ?Day in the Life? ‒ was introduced in the same year to improve cooperation and break down barriers between BA?s various functions.
Other more tangible changes were also afoot, including privatisation in 1987 and a takeover of British Caledonian Airways in 1988. Both marked the progress BA had made towards becoming a market-oriented, customer-facing organization. The organization?s structure changed as Marshal revamped BA into 11 profit centres. This streamlined its bureaucracy and allowed for greater cross-functional communication and cohesion. Executives who he felt weren?t up to the changes were removed. Performance-related pay, linked to new BA values, was introduced. But the developments didn?t end there: in 1987, ?Awards for Excellence? were brought in to recognise high levels of performance among staff, and the suggestion scheme ?Brainwaves? was introduced.
In 1988 BA began to offer an in-house MBA in conjunction with Lancaster University; and the initiative ?Winning for Customers?, consisting of a training event to signal that every staff member makes a difference to the customer experience, and an associated course for supervisory and managerial staff, was launched in 1992.
All in all, this lengthy and expensive program seems to have transformed a loss-making public organization colloquially known as ?Bloody Awful? into a profitable private company, which won the Business Traveller ?World?s Best Airline? award seven years up to and including 1995. Indeed, former CEO Bob Ayling (who took over from Colin Marshall in 1996, when Marshall became Chairman) suggested in a BA magazine that the organization ?had been one of the greatest turnaround stories of the twentieth century. The image this airline has built for itself in the past 14 years has stood it in great stead? (Business Life, 1997, p. 45).
What happened later:
1993-1998: Richard Branson of Virgin Atlantic won a libel case against John King and Colin Marshall for claiming that Branson had lied when he had alleged that BA had engaged in ?dirty tricks?. Branson took more legal action in 1998.
1997: Bob Aylings?s revamp of BA as more cosmopolitan and less British provoked a public drubbing from Margaret Thatcher.
1998: The aftermath of a cabin crew strike in response to Bob Ayling?s cost-cutting Business Efficiency Program (BEP) cost BA GBP125 million.
1999: An internal survey, ?It?s Your Shout? revealed a cynical view of the management of BA by staff. 1,000 job cuts were announced.
2000: Bob Ayling was forced to resign after share prices ?nosedived?. 6,000 job losses were made public.
RYANAIR
Michael O?Leary is the CEO of the world?s most disliked airline, Ryanair. O?Leary, a former Dublin accountant, who has led the profitable budget airline for the past 20 plus years, believes that employees really value working in a highly controlled and fearful environment. Even customers are expected to be extremely compliant. O?Leary was quoted in the New York Times as stating: ?Will we give you a refund on a non-refundable ticket because your grandmother died? No! We?re not interested in your sob stories. Go away! Ryanair is based on a ?command and control? way of managing employees and customers, where lower level employees have little input into company decision making. . But there are highly successful airlines such as South-West that take a radically different approach. South-West attributes its success to the value it places on partnerships between staff, management and unions as a way to maintain highly efficient and customer-focused outcomes. According to Professor Greg Bamber, author of Up in the Air: How Airlines Can Improve Their Performance by Engaging Their Employees, companies such as Ryanair may not be sustainable in the long term. Why? It all comes down to organisational values. ?Once companies have developed a people-oriented culture based on values of mutual commitment and involvement, they can make and and implement decisions in a quicker timeframe,? said Professor Bamber. But the Ryanair approach to managing people is more common than you might think. While this approach may bring short-term gains for shareholders, it may not be beneficial in the long term, according to Quentin Jones, Director of Human Synergistics. Jones states that, during times of economic uncertainty and increased unemployment. Those firms that revert back [sic] to command and control management styles and threatening behaviours are sending confusing and mixed messages to employees. When this happens to employees (that is, their employers break their commitment to the espoused set of company values), employees are more likely to distance themselves from the company psychologically and emotionally.
Sources: Knights, D. and Willmott, H. (2012) Introducing Organizational Behaviour and Management, Cengage: 390-391. Robbins, S.P., Judge, T. A., Millett, B. and Boyle, M.(2011) Organisational Behaviour, Pearson: 106.
Questions
1. Compare the cultures of the four airlines mentioned in the case study.
2. What are the factors that led BA and Ryanair respectively to engineer and adopt their distinctive organisation cultures?
3. What is ?command and control? and how effective is it as a management style?
4. What are the causes of the cynicism of BA staff revealed in the internal opinion survey, ?It?s Your Shout?, in 1999?
5. How do you think Ryanair staff feel towards their employer?
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Employee Relations

Topic: Employee Relations
Written Essay (2000)
1. Introduction (200 words)
2. Body (1100 words for 2.1 & 2.2)
2.1 Identify a vulnerable group of workers (I have selected Young People) and discuss ways in which unions might assist them with issues like;
2.1.1 More secure work (Job security)
2.1.2 Better pay and conditions
2.1.3 Assist with negotiations
2.1.4 You may find other issues when you are researching the topic and it is fine to include them.
2.2 Explain the reasons why individuals in vulnerable groups might join unions?
2.2.1 Support if I have a problem at work
2.2.2 Improve pay and conditions
2.2.3 Free illegal advise
2.2.4 Most people at work are members
2.3 Research some of the creative ways unions have changed to meet the needs of works. Choose one of this and summarise how it works and possible outcomes (eg. Dr Amanda Tattersal) (500-600 words)
3. Conclusion (200 words)
4. References (at least 6 references) (please use this two References plus others)
4.1 Tattersall, A 2010, Power in Coalition: Strategies for Strong Unions and Social Change, Allen & Unwin, Sydney
4.2 Peetz, D, Bailey, J 2012, Dancing alone: The Australian union movement over three decades, pp.535-536
4.3 Others
Assignment question
Using essay format, identify a vulnerable group of workers and discuss:
a. Ways in which unions might assist them with issues like more secure work, better pay and conditions, and help with negotiations at work (these are examples, others may also be discussed).
b. Explain the reasons why individuals in vulnerable groups might join unions?
c. Research some of the creative ways unions have changed to continue to meet the needs of workers. Choose one of these and summarise, how it works and possible outcomes (for example: Community Unionism, Dr Amanda Tattersall has written substantially in this area). This section should only take about 500-600 words of your essay.
A vulnerable group of workers could be: young people, people from backgrounds different to the culture in which they live ie Non-English speaking people, or people in casualised work, ie waitstaff or cleaners.
Something to start you thinking:
You may think that the reasons that unions seek to assist workers, will be the same as the reasons workers seek to join unions. However, this is not always the case. Many unions today have a social agenda and they seek to assist workers in many different ways. You may find that workers tend to join unions for a variety of reasons. They might join for personal reasons, such as for assistance with negotiations, or for industry specific reasons, ie teachers and nurses have strong industry specific unions.
Relevant course material
You can expect to find relevant content in the text and the study book from module 6 relating to this topic. However, you need to consider issues in addition to those presented in your textbook.
Important note
You need to include references for at least six (6) other scholarly and credible authorities to support your discussions on factors discussed outside the course material.
What counts as one of the 6 references:
• union or employer association information from their websites, press releases or policy
• any of the relevant selected readings
This assignment will be assessed using the criteria appearing on the following marking criteria sheet. Make sure you familiarise yourself with the requirements of this sheet as part of preparing your essay.
______________________________________________
Module 6 – Learning Objectives 3 & 5
Introduction
The level of trade union membership and power in Australia and some other industrialised countries have declined significantly over the past two decades or so. Nevertheless, just fewer than two million Australian workers still remain union members and unions remain a significant player in most countries’ employment relations systems, including Australia.
Learning Objectives 3 – Describe the structure of Trade Unions
3.1Structure of unions
Read Loudoun, McPhail & Wilkinson, pp. 50–1. Learning objective 3 is addressed in this reading.
Deery and Plowman (1993, pp. 76, 78) note the four-fold categorisation of the objectives of unions:
1. providing direct services to members such as insurance and legal aid
2. improving conditions of employment
3. ensuring the union’s own organisational security
4. political objectives.
Byrt’s (1985) categorises union goals and activities in this way:
1. The economic role, which is mainly to obtain higher wages through arbitration and
collective bargaining
2. Political goals, which in Australia is largely pursued through their affiliations to the
Labor Party
3. Job control and protection mainly through restricting or controlling the supply or
and price of labour and the way that work is carried out.
3.2The debate over union structure
For most of the twentieth century Australian union movement was characterised by a number of peculiar structural features. There were a large number of unions – around 300 in 1990, of all types – craft, general, industry, occupational and enterprise, with haphazard, crisscrossing membership bases. The vast majority of union members (80%) were concentrated in a small number of large unions. There were many small unions, around half of all unions had less than a thousand members each which altogether had less than two percent of all members. During the 1990s a debate emerged about the desirable reforms to the structure of Australian unions. The business community argued that the existing union structure was detrimental to economic progress, by causing demarcation disputes between unions, pattern bargaining, and adversarial industrial relations. The Business Council of Australia argued that what was required was either an enterprise- or company-based unionism, more competitive unionism, or less unionism altogether. At the same time, the ACTU and several large unions, inspired by the industry structure and notions of ‘strategic unionism’ common in Western Europe, embarked on a program of union amalgamations aimed at achieving fewer, bigger and more efficient union organised on industry lines. During the 1990s, as a result of this plan, numerous union amalgamations occurred and many smaller unions were merged into larger union partners.
Learning Objectives 5 – Analyse the trade Union movement’s response to the decline in unionism
5.1 Union membership
Read Loudoun, McPhail & Wilkinson pp. 51–4. Learning objective 4 is addressed in these readings. The reasons why workers join unions are complex and have been subject to detailed academic analysis. They can be stripped down to three main motivations: instrumental or utilitarian reasons; ideological reasons and compulsion.
5.1.1 The statistics on the structure of Australian trade unionism – continuity and change
The data on changing union membership in the decade from 1993 to 2003 and presents a negative picture for Australian unions. In 2003, there were 1.86 million trade union members and this represented a decline in 26% decline in numbers over the fifteen years since 1988. Over the same period, the union density rate (union members as a percentage of the workforce) declined from 42% in 1988 to 23% in 2003. The problem for unions is that employment has tended to decline in traditional union strongholds such as the public sector and manufacturing and increase in those areas of low density, such as retail trade and property and business services and casual and part-time employment. At the same time, even the traditional areas have experienced significant declines in density. The gender gap in union membership has declined over the years, and now stands at just 2%, with a membership rate of 24% and females 22%. There is also an age factor, with older workers more likely to be union members than young workers.
5.1.2 Union response to declining membership
Read Loudoun, McPhail & Wilkinson, pp. 54–6. Learning objective 5 is addressed in this reading.
This quote from Bramble regarding the revival of unions highlights both the possibilities and pitfalls for the future of unions.
Prospects for revival
There are two contradictory dimensions to working-class consciousness in the early 21st century. The first is a widespread sense of fatalism – a lack of faith that action by ordinary people can stop the juggernaut of economic reform and work intensification. Workers are unhappy with their economic and working circumstances, but years of work intensification without any significant resistance by unions has created a weary resignation. In focus groups organised by Unions NSW in summer 2005, many workers reported working unpaid overtime, longer and less regular hours, and increasing work intensity.
Working-class acceptance of what appears to be an unstoppable process also affects many union militants who, after years of retreats and defeats and half-fought battles, have grown cynical about reviving unions and pessimistic about the preparedness of their fellow workers to fight.
The other dimension of working-class consciousness is a willingness to resist when a lead is given by their traditional leaders. Employer and government offensives have fuelled discontent and this has been evident on repeated occasions since the early 1990s, from the 150 000 who marched against the Kennett Government in 1992 to the tens of thousands of workers who took action in support of the MUA in 1998 and the hundreds of thousands who rallied against WorkChoices.
If there is a will to resist, why are unionisation rates at a historic low? The most common response, heard from both conservatives and frustrated union militants, is that Australian workers have become complacent and have been ‘bought off’, more interested in their plasma TVs and overseas holidays than in joining a union. This argument has no basis in fact, as David Peetz has pointed out. Successive Unions NSW surveys demonstrate untapped potential membership among non-unionists; the 2005 survey confirmed that one half of all workers ‘would rather be in a union’. A 2007 survey by Brigid van Wanrooy and her Sydney University colleagues found a lower, but still substantial, figure: over 800 000 non-members were interested in joining unions. Had they joined, overall coverage would have climbed to 30 per cent. Forty-one per cent of non-members report to Unions NSW that they would like to be in a union but had never been asked. Many of these non-members hold strongly pro-union attitudes – they are as likely as union members to regard trade unions as ‘very important for workers’ job security’ and as essential to prevent a worsening of working conditions for employees. They are actually more likely than union members to agree that ‘employees will never protect their working conditions and wages without strong unions. And they are disproportionately young, indicating that sympathy for trade unionism is not restricted to older generations (Bramble 2008, pp. 246–7).
Written Essay (2000)
1.    Introduction (200 words)
2.    Body (1100 words for 2.1 & 2.2)
2.1    Identify a vulnerable group of workers (I have selected Young People) and discuss ways in which unions might assist them with issues like;
2.1.1    More secure work (Job security)
2.1.2    Better pay and conditions
2.1.3    Assist with negotiations
2.1.4    You may find other issues when you are researching the topic and it is fine to include them.
2.2    Explain the reasons why individuals in vulnerable groups might join unions?
2.2.1    Support if I have a problem at work
2.2.2    Improve pay and conditions
2.2.3    Free illegal advise
2.2.4    Most people at work are members
2.3    Researchsome of the creative ways unions have changed to meet the needs of works. Choose one of this and summarise how it works and possible outcomes (eg. Dr Amanda Tattersal)(500-600 words)
3.    Conclusion (200 words)
4.    References (at least 6 references) (please use this two References plus others)
4.1    Tattersall, A 2010, Power in Coalition: Strategies for Strong Unions and Social Change, Allen &Unwin, Sydney
4.2    Peetz, D, Bailey, J 2012, Dancing alone: The Australian union movement over three decades, pp.535-536
4.3    Others
Assignment question
Using essay format, identify a vulnerable group of workers and discuss:
a.    Ways in which unions might assist them with issues like more secure work, better payand conditions, and help with negotiations at work (these are examples, others may alsobe discussed).
b.    Explain the reasons why individuals in vulnerable groups might join unions?
c.    Research some of the creative ways unions have changed to continue to meet the needsof workers. Choose one of these and summarise, how it works and possible outcomes(for example: Community Unionism, Dr Amanda Tattersall has written substantially inthis area). This section should only take about 500-600 words of your essay.
A vulnerable group of workers could be: young people, people from backgrounds different to the culture in which they live ie Non-English speaking people, or people in casualised work, iewaitstaff or cleaners.
Something to start you thinking:
You may think that the reasons that unions seek to assist workers, will be the same as the reasons workers seek to join unions. However, this is not always the case. Many unions today have a social agenda and they seek to assist workers in many different ways. You mayfind that workers tend to join unions for a variety of reasons. They might join for personalreasons, such as for assistance with negotiations, or for industry specific reasons, ie teachers and nurses have strong industry specific unions.
Relevant course material
You can expect to find relevant content in the text and the study book from module 6 relating to this topic. However, you need to consider issues in addition to those presented in your textbook.
Important note
You need to include references for at least six (6) other scholarly and credible authorities to support your discussions on factors discussed outside the course material.
What counts as one of the 6 references:
•    union or employer association information from their websites, press releases or policy
•    any of the relevant selected readings
This assignment will be assessed using the criteria appearing on the following marking criteria sheet. Make sure you familiarise yourself with the requirements of this sheet as part of preparing your essay.
______________________________________________
Module 6 – Learning Objectives 3 & 5
Introduction
The level of trade union membership and power in Australia and some other industrialisedcountries have declined significantly over the past two decades or so. Nevertheless, justfewer than two million Australian workers still remain union members and unions remain asignificant player in most countries’ employment relations systems, including Australia.
Learning Objectives 3 – Describe the structure of Trade Unions
3.1Structure of unions
Read Loudoun, McPhail& Wilkinson, pp. 50–1. Learning objective 3 isaddressed in this reading.
Deery and Plowman (1993, pp. 76, 78) note the four-fold categorisation of the objectives ofunions:
1. providing direct services to members such as insurance and legal aid
2. improving conditions of employment
3. ensuring the union’s own organisational security
4. political objectives.
Byrt’s (1985) categorises union goals and activities in this way:
1. The economic role, which is mainly to obtain higher wages through arbitration and
collective bargaining
2. Political goals, which in Australia is largely pursued through their affiliations to the
Labor Party
3. Job control and protection mainly through restricting or controlling the supply or
andprice of labour and the way that work is carried out.
3.2The debate over union structure
For most of the twentieth century Australian union movement was characterised by a numberof peculiar structural features. There were a large number of unions –around 300 in 1990, ofall types – craft, general, industry, occupational and enterprise, with haphazard, crisscrossing membership bases. The vast majority of union members (80%) were concentrated ina small number of large unions. There were many small unions, around half of all unions hadless than a thousand members each which altogether had less than two percent of allmembers. During the 1990s a debate emerged about the desirable reforms to the structure ofAustralian unions. The business community argued that the existing union structure wasdetrimental to economic progress, by causing demarcation disputes between unions, patternbargaining, and adversarial industrial relations. The Business Council of Australia arguedthat what was required was either an enterprise- or company-based unionism, morecompetitive unionism, or less unionism altogether. At the same time, the ACTU and severallarge unions, inspired by the industry structure and notions of ‘strategic unionism’ commonin Western Europe, embarked on a program of union amalgamations aimed at achievingfewer, bigger and more efficient union organised on industry lines. During the 1990s, as aresult of this plan, numerous union amalgamations occurred and many smaller unions weremerged into larger union partners.
Learning Objectives 5 – Analyse the trade Union movement’s response to the decline in unionism
5.1 Union membership
Read Loudoun, McPhail& Wilkinson pp. 51–4. Learning objective 4 isaddressed in these readings.The reasons why workers join unions are complex and have been subject to detailedacademic analysis. They can be stripped down to three main motivations: instrumental orutilitarian reasons; ideological reasons and compulsion.
5.1.1The statistics on the structure of Australian trade unionism –continuity and change
The data on changing union membership in the decade from 1993 to 2003 and presents anegative picture for Australian unions. In 2003, there were 1.86 million trade union membersand this represented a decline in 26% decline in numbers over the fifteen years since 1988.Over the same period, the union density rate (union members as a percentage of theworkforce) declined from 42% in 1988 to 23% in 2003.The problem for unions is that employment has tended to decline in traditional unionstrongholds such as the public sector and manufacturing and increase in those areas of lowdensity, such as retail trade and property and business services and casual and part-timeemployment. At the same time, even the traditional areas have experienced significantdeclines in density. The gender gap in union membership has declined over the years, andnow stands at just 2%, with a membership rate of 24% and females 22%. There is also an agefactor, with older workers more likely to be union members than young workers.
5.1.2 Union response to declining membership
Read Loudoun, McPhail& Wilkinson, pp. 54–6. Learning objective 5 isaddressed in this reading.
This quote from Bramble regarding the revival of unions highlights both the possibilities andpitfalls for the future of unions.
Prospects for revival
There are two contradictory dimensions to working-class consciousness in the early 21stcentury. The first is a widespread sense of fatalism – a lack of faith that action byordinary people can stop the juggernaut of economic reform and work intensification.Workers are unhappy with their economic and working circumstances, but years of workintensification without any significant resistance by unions has created a wearyresignation. In focus groups organised by Unions NSW in summer 2005, many workersreported working unpaid overtime, longer and less regular hours, and increasing workintensity.
Working-class acceptance of what appears to be an unstoppable process also affectsmany union militants who, after years of retreats and defeats and half-fought battles,have grown cynical about reviving unions and pessimistic about the preparedness oftheir fellow workers to fight.
The other dimension of working-class consciousness is a willingness to resist when alead is given by their traditional leaders. Employer and government offensives havefuelled discontent and this has been evident on repeated occasions since the early 1990s,from the 150 000 who marched against the Kennett Government in 1992 to the tens ofthousands of workers who took action in support of the MUA in 1998 and the hundredsof thousands who rallied against WorkChoices.
If there is a will to resist, why are unionisation rates at a historic low? The mostcommon response, heard from both conservatives and frustrated union militants, is thatAustralian workers have become complacent and have been ‘bought off’, more interestedin their plasma TVs and overseas holidays than in joining a union. This argument has nobasis in fact, as David Peetz has pointed out. Successive Unions NSW surveysdemonstrate untapped potential membership among non-unionists; the 2005 surveyconfirmed that one half of all workers ‘would rather be in a union’. A 2007 survey byBrigid van Wanrooy and her Sydney University colleagues found a lower, but stillsubstantial, figure: over 800 000 non-members were interested in joining unions. Hadthey joined, overall coverage would have climbed to 30 per cent.Forty-one per cent of non-members report to Unions NSW that they would like to be in aunion but had never been asked. Many of these non-members hold strongly pro-unionattitudes – they are as likely as union members to regard trade unions as ‘very importantfor workers’ job security’ and as essential to prevent a worsening of working conditionsfor employees. They are actually more likely than union members to agree that’employees will never protect their working conditions and wages without strong unions.And they are disproportionately young, indicating that sympathy for trade unionism isnot restricted to older generations (Bramble 2008, pp. 246–7).

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will be 100% original.
 
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Managing People in Organisations: FT MA HRM/MA International HRM

Introduction
In this module, we explore some of the tricky challenges, tensions and issues which arise when organisations – whether in the market, public or third sectors – try to optimise employees’ contribution to organisational performance. We review historical and contemporary frameworks for understanding work-relevant differences between individuals, the interaction of leaders and led, and key aspects of organisations’ internal environment. We also discuss the relationship of employee attitudes, affiliations and behaviour at the level of individuals and groups to the design of work and organisations in the context of wider power relations
2    Learning Outcomes
Students who complete this module successfully will be able to (- the references to components in parentheses are to the two components of assessment):
•    Draw on theory and research to describe and critically evaluate the use of HRM practices individually and in combination to enhance organisational performance and employee well-being (Component A)
•    Review theories of motivation, commitment and engagement at work in light of their implications for organisational performance and employee well-being (Component B)
•    Review leading theories of ability and personality, and discuss critically the relationship of ability and personality to work performance and different aspects of well-being (Component B)
•    Draw on a theoretical debates concerning the nature of culture to evaluate critically the notion that culture could/should  be  managed and controlled (Component B)
•    Demonstrate critical insight into processes of change in organisations and the role of organisational leadership (variously understood) in beign able to facilitate change (Component A)
•     Discuss critically sources of conflict and power within organisation, and issues involved in the distribution and ethical use of power (Component B)
•    Evaluate the dynamics of behaviour within groups and teams and their implications for individual, group/team and organisational performance (Component B)
In addition, the educational experience may explore, develop, and practise but not formally assess the following:
•    Independent learning, group work and skills associated with discussion and debate
•    Personal organisation and study skills
3    Teaching and Learning Methods
Sessions are designed to provide a range of learning experiences and will be active and participative in nature.  Group and individual activities will be interspersed with more formal inputs to introduce relevant concepts and theoretical perspectives.  Participative activities will include case studies, role plays, problem solving activities, video materials and group discussion.  You will be encouraged to critically relate the knowledge and skills gained through the programme to your own experience (ie previous work experience, education, and other activities).
4    Session Outlines
Session 1: The High Performance Workplace
What is the ‘high performance workplace,’ and what accounts for its current popularity?  This session analyses different perspectives on these questions, and explores the origins of the high performance concept (including so-called ‘high performance work systems’) in organizational practice, research and ideology.   What effects do high performance work practices have on individual and organizational performance? How do these effects compare with their impact on employee well-being? We also explore the implications of the HPWP for the competencies and contribution of HR professionals.
Essential reading
Combs J, Liu Y, Hall A & Ketchen, D (2006)  How much do high-performance work practices matter? A meta-analysis of their effects on organizational performance. Personnel Psychology, 59, 501-528. [Don’t let yourself get bogged down by the methodological – especially the statistical – details of this article, unless you find them intriguing or you’re into masochism in a big way. Try to get the broad picture.]
Additional reading
Appelbaum E, Bailey T, Berg P and Kalleberg A (2000)    Manufacturing Advantage:  Why high-performance systems pay off.  Ithaca, NY: ILR Press
Conway E & Monks K (2009)    Unravelling the complexities of high commitment: an employee level analysis. Human Resource Management Journal, 19(2), pp. 140-158.
Department of Trade & Industry (2003)    High Performance Workplaces: Informing and consulting employees.
Godard J (2004)    A critical assessment of the high-performance paradigm. British Journal of Industrial Relations, 42(2), pp. 349-378.
Greenwood, Michelle. “Ethical analyses of HRM: A review and research agenda.” Journal of Business Ethics (2012): pp 1-12.
Guest, D. (2011).  Human resource management and performance: Still searching for some answers. Human Resource Management Journal, 21, pp. 3-13.
Guest D, Conway N & Dewe P (2004)   Using sequential tree analysis to search for ‘bundles’ of HR practices.  Human Resource Management Journal, 14 (1), pp. 79-96
Bowen, D. and Ostroff, C. (2004). ‘Understanding HRM – ?rm performance linkages: the role of the ‘strength’ of the HRM system’. Academy of Management Review, 29 (2), pp. 203–221.
Boxall P & Macky K (2009)    Research and theory on high-performance work systems: Progressing the high-involvement stream. Human Resource Management Journal, 19(1), pp. 3-23.
Huselid MA, Jackson SE & Schuler RS (1997).    Technical and strategic human resource effectiveness as determinants of firm performance, Academy of Management Journal, 40(1), pp. 171 – 188.
Khilji, S. and Wang, X. (2006). ‘ “Intended” and “implemented” HRM: The missing linchpin in
strategic human resource management research’. International Journal of Human Resource Management, 17( 7), pp. 1171–1189.
Nishii, L., Lepak, D. and Schneider, B. (2008). ‘Employee attributions of the ‘why’ of HR practices:
their effects on employee attitudes and behaviours, and customer satisfaction’. Personnel Psychology, 61(3), pp. 503–545.
Sung J & Ashton D (2004)   High Performance Work Practices: Linking strategy and skills to performance outcomes. DTI/CIPD.
Session 2: Ability, Personality and Performance – Part 1
This session looks at different theories of ability and aptitude, as well as approaches to understanding, describing and measuring personality.  How stable are abilities and personality traits over time, and what is their relationship with performance at work and success in career? How can the five-factor model of personality help us to understand work performance?
Required Reading in Course Materials — MUST BE READ BEFORE CLASS:
Hogan R & Warrenfeltz R (2003)  Educating the modern manager. Academy of Management Learning and Education, 2(1), pp. 74-84
Reading
Arnold J & Randall R et al. (2010)  Work psychology: Understanding human behavior in the workplace. Harlow: FT/Prentice Hall.
Barrick, M. R., & Mount, M. K. (1991). The Big-Five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44, pp. 1-26.
Caspi A, Roberts BW, & Shiner RL (2005)  Personality development: Stability and change. Annual Review of Psychology, 56, pp. 453-484.
Friedman HS, Kern ML & Reynolds CA. (2010)  Personality and health, subjective well-being, and longevity. Journal of Personality, 78(1), pp. 179-215.
Furnham, A. (2005, 2nd ed.). The psychology of behavior at work: The individual in the organization. Hove: Psychology Press.
Furnham A. (2008) Personality and intelligence at work: Exploring and explaining individual differences at work. Routledge.
Heller D, Ferris DL, Brown D, & Watson D (2009) The influence of work personality on job satisfaction: Incremental validity and mediation effects. Journal of Personality, 77(4), pp. 1051-1084
McAdams DP (1995)  What do we know when we know a person?  Journal of Personality, 63 (3), pp. 365-36
McAdams DP (2010)  The Person: A new introduction to personality psychology.  Hoboken, NJ: John Wiley.
Toplis J, Dulewicz V and Fletcher C (2004) Psychological Testing: A Manager’s Guide (4th Ed).  London; CIPD
Session 5 Personality and Performance (Part 2)
This session looks at ‘second-order’ personality constructs which are theoretically related to work performance: self-monitoring personality, proactive personality, and core self-evaluations. We also consider ways of understanding personality other than through traits: people’s characteristic adaptations to life (including their goals and values) and their narrative identity.
Reading
Bateman, TS & Crant, JM (1993)  The proactive component of organizational behavior: A measure and correlates. Journal of Organizational Behavior, 14, pp.103-118
Day DV & Schleicher DJ. (2006)  Self-monitoring at work: A motive-based perspective. Journal of Personality, 74(3), pp. 685-713
Day DV, Schleicher DJ, Unkless AL & Hiller NJ. (2002)  Self-monitoring personality at work: A meta-analytic investigation of construct validity. Journal of Applied Psychology, 87(2), pp. 390-410.
Furnham, A. (2005, 2nd ed.). The psychology of behavior at work: The individual in the organization. Hove: Psychology Press.
Gangestad, SW & Snyder, M. (1985)    ‘To carve nature at its joints’: On the existence of discrete classes in personality. Psychological Review, 92, pp. 317-349
Judge, TA, Erez A, Bono, JE, & Thoresen CJ. (2003)    The Core Self-Evaluations Scale: Development of a measure. Personnel Psychology, 56, pp. 303-331.
Lennox, RD, & Wolfe, RN. (1984)    Revision of the self-monitoring scale. Journal of Personality & Social Psychology, 46(6), pp. 1349-1364 .
Rosenberg, M (1965).    Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Seibert SE, Kraimer ML & Crant JM. (2001)   What do proactive people do? A longitudinal model linking proactive personality and career success. Personnel Psychology, 54, pp. 845-874.
Session 6: Motivation and Performance (1)
This session examines a number of key theories relating to content (the what) of motivation. These include growth motivation and its relevance to job design, intrinsic/ extrinsic motivation and their relevance to reward strategies, and McClelland’s and his associates’ research concerning the achievement, power, affiliation and intimacy motives and their relevance to managerial performance.
Reading
Arnold J & Randall R et al. (2010)  Work psychology: Understanding human behavior in the workplace. Harlow: FT/Prentice Hall.
Deci EL & Ryan RM. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, pp. 227-268.
Fried Y, and Ferris G R, (1987). The validity of the Job Characteristics Model: A review and meta-analysis. Personnel Psychology, Vol 40, pp. 287-322.
Furnham A. (2008) Personality and intelligence at work : exploring and explaining individual differences at work. Routledge.
Kasser, T., & Ryan, R. M. (1993). A dark side of the American dream: Correlates of financial success as a central life aspiration. Journal of Personality and Social Psychology, 65, pp. 410-422.
McAdams DP (2010)   The Person: A new introduction to personality psychology.  Hoboken, NJ: John Wiley.
McClelland DC (1987)    Human Motivation.  Cambs: Cambridge University Press.
Ryan RM & Deci EL. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, pp. 68-78.
Session 9 Motivation & Performance (2)
In this session our attention shifts from content to ‘process’ theories of motivation ie theories which explore how individuals and teams respond consciously to incentives, and the conditions under which they are most likely to do so. These theories include expectancy theory, organizational justice theories, and goal-setting in theory and practice.
Preparatory reading — MUST BE READ BEFORE CLASS
Dowling. B., & Richardson. R. (1997)  Evaluating performance-related pay for managers in the National Health Service. International Journal of Human Resource Management, 8(3), pp. 348-366.
Reading
Arnold, J., and Randall, R. (2010; 5th ed.) Work Psychology: Understanding human behavior in the workplace. Harlow: Pearson Education.  Chapter 8.
Fortin M (2008).  Perspectives on organizational justice: Concept clarification, social context integration, time and links with morality. International Journal of Management Reviews, 10, pp. 93-126.The psychology of behavior at work: The individual in the organization. Hove: Psychology Press. Chapter 6.
Griffith, R.W., & Gaertner, S. (2001)  A Role for Equity Theory in the Turnover Process: An Empirical Test.  Journal of Applied Social Psychology, 31(5), pp. 1017-1037.
Latham, G (2007)  Work motivation. Sage.
Locke EA & Latham GP (2002).  Building a practically useful theory of goal setting and task motivation: a 35-year odyssey. American Psychologist, 57, pp. 705-717
Marsden, R. & Belfield, R. (2006).  Pay for Performance Where Output is Hard to Measure: The Case of Performance Pay for School Teachers. Centre for Economic Performance Discussion Paper No 747. http://cep.lse.ac.uk/pubs/download/dp0747.pdf.
Van Eerde W & Thierry H (1996)  Vroom’s expectancy models and work-related criteria: A meta-analysis. Journal of Applied Psychology, 81, pp. 575-86.
Session 12   How do we change as we age?
As awareness of ageing workforces across the world has grown, so researchers have turned their attention to the challenge of understanding systematic ways in which older people may differ from younger. What happens to mental ability as we get older? How does personality change? How are work attitudes different in later life from earlier life? As recently as ten years ago, little was known. In this session we look at the picture emerging from theory and research during the past decade.
Reading
Clark, M.G. & Arnold, J.M. (2008) The nature, prevalence and correlates of generativity among men in middle career. Journal of Vocational Behavior, 73, pp. 473-484.
Erikson, E. H. (1959).  Identity and the life cycle.  New York: Norton.
Howard, A., & Bray, D. W. (1988).  Managerial lives in transition: Advancing age and changing times.  New York: Guilford Press.
Kanfer, R., & Ackerman, P. L. (2004). Aging, adult development, and work motivation. Academy of Management Review, 29, 440-458. doi:10.5465/AMR.2004.13670969
Kooij, D., De Lange, A., Jansen, P, Kanfer, R., & Dikkers, J. (2011). Age and work-related motives: Results of a meta-analysis. Journal of Organizational Behavior 32, pp. 197-225.
Ng, T. W. H., & Feldman, D. C. (2008). The relationship of age to ten dimensions of job performance. Journal of Applied Psychology, 93(2), pp. 392-423.
Ng, T. W. H., & Feldman, D. C. (2009). Re-examining the relationship between age and voluntary turnover. Journal of Vocational Behavior, 74(3), pp. 283-294.
Ng, T. W. H., & Feldman, D. C. (2010). The relationship of age with job attitudes: A meta-analysis. Personnel Psychology, 63, pp. 667-718.
Ng, T. W. H., & Feldman, D. C. (2013). Employee age and health. Journal of Vocational Behavior, 83(3), pp. 336-345.
Roberts, B. W., Walton, K. E., & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course: A meta-analysis of longitudinal studies. Psychological Bulletin, 132(1), pp. 1-25.
Warr, P., Miles, A., & Platts, C. (2001). Age and personality in the British population between 16 and 64 years. Journal of Occupational and Organizational Psychology, 74, pp. 165–199.
5    Assessment
The Managing People module is assessed in two parts:
A class test lasting 90 minutes.
Your task is to review theory and empirical research concerning a specific aspect of the content of the module, and to relate this review to your personal experience.  You may refer to one A4 side of notes (min font size 12pt Times New Roman) prepared in advance during the test.
A written assignment of 1500 words
Your task is to review theory and empirical research concerning a specific aspect of the content of the module other than the one you chose for the class test, and to discuss the practical implications of your review for organisations in general, or a particular organisation where you have worked. Please do NOT relate this discussion to your personal experience.
Assessment proposal        No later than three weeks in advance of each assessment deadline, you must complete an assessment proposal in the form shown at the end of this booklet.  This proposal will form the basis of an individual discussion via email with one of the tutors, who will offer feedback on it. You should choose one topic relating to Mike Clark’s and one to Paul Bennett’s sessions – it doesn’t matter which of the assessments (ie the test or the assignment) your proposal for each tutor concerns. The proposal is designed to ensure that your approach to the class test and to the written assignment approach is appropriate.  You should indicate clearly and precisely the topic area you are considering for each. Please send your proposal to the relevant tutor.
Both parts    Illustrate your answer with reference to the relevant literature.  We prefer depth of analysis to breadth, so it will be important to define your precise topic carefully and suitably narrowly.  Your discussion of the literature should be comparative (ie how do different authors tackle the aspects of the topic you have chosen to discuss? what may explain the differences between their approaches?) and critical (ie what are the strengths and weaknesses of a particular author’s approach? in what circumstances might it best apply? how might theory/findings reflect the sample from which they are derived and the methods used by the researcher/author? etc).  Your analysis of your personal experience, and of the implications for managing people in the workplace, in the light of theory should not just be illustrative, but should also be exploratory and critical (ie to what extent does your experience support a particular theory? what gaps in theory might your experience suggest? what aspects of your experience does theory appear to explain and what aspects leave unexplained?  how much practical use is a particular theory? etc).
Although you must choose a single topic for each part, it is of course acceptable – and often desirable – for you to refer to other topics in passing as topics are often intertwined.  However, it is important for you to have a clear understanding of what is ‘foreground’ for your project, and what background.
Assessment criteria
1    Demonstrate a well developed knowledge and critical understanding and evaluation of the theory and literature relating to your chosen theme.
2    Show how your learning may be usefully applied to the practice of managing others or yourself at work.
3    Provide a paper which is well structured, clear, concise and coherent as it develops the argument and arrives at conclusions.  Use good grammar, spelling and properly referenced sources.
Managing people – Assessment Proposal Proforma
Please submit this proposal via email to the relevant tutor (ie the tutor who taught the relevant part of the module).
Name:
Email address:
Topic areas chosen:
Please describe briefly the topics you have chosen:
Class Test
Written Assignment
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