mba t2 hrm course handbook june 10

College of Technology LondonLondonLondonLondon

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© 2010 Univerity of Wales Lampeter and College of Technology LondonLondonLondonLondon Unauthorised reproduction of this document is not permitted. www.ctlondon.ac.uk (v.0210)

Master of Business Administration COURSE HANDBOOK June 2010 intake

TERM 2: HUMAN RESOURCE MANAGEMENT MBA

CONTENTS 1. MBA Course Structure ............................................................................. Error! Bookmark not defined.

2. UWL MBA Regulations ............................................................................................................................ 2

3. Assessment Schedule ............................................................................................................................. 7

4. Tools of Strategic Planning ...................................................................................................................... 8

5. Workplace Psychology .......................................................................................................................... 15

6. International Human Resource Management ........................................................................................ 20

7. Quality Systems ..................................................................................................................................... 29

8. Managing Diversity ................................................................................................................................ 34

9. Human Resource Management Project ................................................................................................ 39

College of Technology London

MBA COURSE STRUCTURE

TERM 1: Core Modules (60 Credits) Mba2310-L Finance for Non Financial Managers Mba1710-lL Human Resource Management Mba2210-L Marketing Management Mba2110-L Defining Entrepreneurship Mba2410-L Introducing Leadership Mba6010-L Framework for Research

TERM 2: Core Modules (20 Credits) + Pathway Modules (40 Cre dits) Core Modules Mba1810-L Tools of Strategic Planning Mba1910-L Workplace Psychology

1. Marketing Mba0710-L Consumer Behaviour Mba0510-L Global Marketing Mba0610-L Integrated Marketing Communications Mba2510-L Marketing Project

3. Information Management Mba0810-L Management Information Systems Mba0310-L Business Decision Making Mba0210-L E-Business Strategy Mba0410-L Information Management Project 5. Banking and Finance MBA3010-L Bank Financial Management MBA3110-L Corporate Finance MBA3210-L International Financial Markets MBA3310-L Banking and Finance Project

7. Leadership Understanding Leadership Developing Leadership Leading and Managing Events Leadership Project

2. Human Resource Management Mba1310-L International Human Resource Management Mba1410-L Quality Systems Mba1210-L Managing Diversity Mba1010-L HR Project

4. Entrepreneurship Mba2710-L Management Practice Mba2810-L Growing & Managing Entrepreneurial Business Mba2910-L Innovation Mba0110-L Entrepreneurial Project 6. Information Security Management MBA0810-L Management Information Systems MBA4310-L Information Security for Managers MBA4410-L Ethical Issues in ICT MBA4510-L Computer Forensics

TERM 3: Mba1660-L Dissertation (60 Credits)

Note : Pathways are offered subject to minimum demand


2. UWL MBA REGULATIONS The MBA delivered at the College of Technology London is the full University of Wales Lampeter MBA programme. The MBA rules and regulations that students must abide by are set and administered by the University of Wales Lampeter.

DEFINITIONS:

Part I: Terms 1 & 2 having all the 12 taught modules Part II: Dissertation stage

1. PROGRESSION

a) Progression from Term 1 to Term 2

Achievement of a minimum of 20 credits (pass in minimum two modules) is required to progress from Term 1 to Term 2. Any student falling short of this requirement shall be required to repeat Term 1 for a maximum mark of 40% in the failed modules.

b) 2. Progression from Part I to Part II

To progress from Part I (Taught modules stage) to Part II (Dissertation stage) a student is required to achieve all the 120 credits (pass in all the 12 modules) of terms 1 & 2. Any student falling short of this needs to resit and pass those failed modules for a maximum of 40% marks before progressing to the dissertation stage.

2. FAILURE

a) Absence/ Non-submission

Students who are absent from the whole or part of a written examination or who fail to submit set coursework by the required date(s) will be deemed to have failed in the module(s) in question.

b) Mark achievement

Students whose overall marks in a module falls short of 40% have failed in the module in question.

3. MAXIMUM NUMBER OF RESIT ATTEMPTS

c) Taught Modules

Candidates who fail in a module shall be allowed to resit the assessments of the module in question on the subsequent occasion. At the discretion of the Exam Board students may be allowed for a second re-sit attempt. Please note that the maximum number of resit attempts a student may be allowed take in a module is TWO only . Failure to pass the module within these attempts may lead to withdrawal from the programme.

d) Dissertation

If a Dissertation is failed by the examiners the candidate may re-present it ONCE only. A fee shall be payable for the examination of such a re-presented dissertation.

Note: Candidates who are re-examined in a module (taught module or dissertation) shall be eligible for the bare pass mark of 40% only.


1. IMPORTANT CHANGES IN REGULATIONS FROM THE TERM START ING OCTOBER 2009

1.1 ASSIGNMENTS SUBMISSION There will be NO LATE SUBMISSION provision for all course works (assignment, reports, dissertation, etc.) from 1st October 2009. This implies that if the work misses the deadline IT WILL NOT BE MARKED This change in regulation is applicable to all NEW & RETURNING students.

1.2 DISCIPLINARY ACTION PROCEDURES Student records, including attendance sheets, unexcused absences and lateness are reviewed by the course coordinators regularly at the end of every week . On review if the student’s attendance is below the minimum requirement of 85% the following disciplinary process will be applied: A. Counselling

At the end of the first two weeks , students falling below the minimum requirement of 85% attendance will be counselled by the coordinator. Counselling will be on a one-to-one basis and will aim at understanding the reasons behind their absence and render help if possible and required.

Discussion during the counselling will be recorded and it would be signed and dated by the student as well as the coordinator. This document will remain in the student’s file throughout the remainder of the course for all further referrals. The objective of counselling is to ensure that the student is not having problems with studies, settling in the UK or any other difficulties hindering their studies. It is not a disciplinary process.

If you cannot attend a counselling meeting, please inform the Course Coordinator by email. Failure to inform the College may result in your status being set to “EXCLUSION”.

B. Written Warning

Students, who have been counselled will be monitored for attendance on a regular basis; students whose attendance falls below 85% at any point in time after counselling, will be served a Written Warning either in person or through recorded post.

C. Exclusion Even after receiving the written warning, students who fail to improve their attendance will be recommended for exclusion. Coordinators will send the Recommendation for Exclusion Letter to the student giving them the option to appeal in writing within 5 working days from the date of this letter. The request for appeal will be considered ONLY if authentic evidence of any mitigating circumstances (which were not submitted earlier either during counselling or after the written warning) is submitted along with the appeal. If the appeal is referred to the ‘Appeals Committee’, the committee will meet and discuss the appeal. The date and time of the meeting will be informed to the student with the option to attend the meeting. The outcome will be informed to the student within 5 working days of the meeting. If the appeal is unsuccessful the student will be excluded from the College. Exclusion from the college will affect the student’s right to complete the course and in the case of overseas students on a student visa, the right to remain in the United Kingdom.


2. GOOD PRACTICE IN ASSIGNMENT WRITING Before starting to look specifically at the assignm ent(s) for a module you will : � Attend the lecture and classroom sessions � Read, understand and assimilate the course material � Read around the topic, firstly using any core texts and then using various academic sources

(increasingly academic papers at levels 5, 6 and 7) � Undertake any follow-up activities suggested by the lecturer, and complete any formative

assessment activities that have been provided � Discuss topics from the module within class workshops and seminars, and possibly with small,

informal student groups Look carefully at the assignment brief. Think abou t exactly: � What is the topic of the assignment? � What does the brief expect you to do? If you are uncertain check the meaning with the module

lecturer. � Consult the marking criteria for the distribution of marks � What are the parameters – word limits, submission deadlines etc.? � Are there specific requirements in terms of format, use of empirical data, reference to particular

academic (or other) information sources? Stages in constructing an assignment : � Collect together relevant information from various sources – take notes in your own words, jot down

short quotations that you might use verbatim, make an accurate record of the source of all items of information with precise bibliographic references

� Plan what you want to say to answer the assignment brief – you might use mind-mapping to connect information/concepts/ examples/theory together. Develop a structure/framework (perhaps headings and subheadings if a report)

� Start writing – if you have a planned structure you can start writing anywhere and then gradually fill out the different sections, although some people like to write from the beginning to the end.

� As you write – make sure all information, ideas, concepts, theories etc. are correctly referenced � Make sure your writing engaged with the hierarchy of process –

1. Knowledge 2. Manipulation 3. Application 4. Analysis 5. Synthesis 6. Evaluation

� Purely describing situations and theories is only reaching level one. You must show by using critical writing and logical thinking they you have higher level skills. The higher the level of study the higher up this sequence your approach should sit.

� Correct and re-correct your writing. Read through from the beginning several times, check back that it answers the question in a logical and critical way. Check for spelling and grammar. Check for appropriateness and consistency of style and presentation.

� Check that all information is referenced both in the text, and in a bibliography. Check that this formatting of this referencing is appropriate and consistent (Harvard system)

� Check that you have answered the assignment brief, and addressed each of the marking criteria. � Check your writing against the published criteria for different grade bands (see programme

handbook) Mistakes to avoid : � Using too many quotations. Quotations should only be used occasionally – when the way in which

the original author has said something is crucial to what you want to say; in all other situations quotations are not necessary. If you want to include case study details and/or bibliographic details


these can be copied from a good source, or sources, and should be included as appendices with the source clearly indicated.

� Writing a description only. Your assignment must demonstrate that you can analyze and synthesise information together.

� Not answering the question/brief set. Read the question carefully – what does it want? Do not provide too much background breadth or contextual material; this is important but the focus must be on answering the question.

� Not writing sufficient yourself. If the word limit is 2500 words most of these should be written by you in your own words (not as quotations etc.) If the word limit is 2500, your work should be close to this, + - 10% is acceptable. Paraphrasing (with appropriate referencing) is useful to summarise another person’s point of view, but should be limited. Most of what you write in an assignment should be your own words, critique and discussion.

DO NOT: � Re-use text that you have previously submitted for another assignment. Each assignment is a new

piece of work and must be an entirely new piece of writing. � Copy text/paragraphs from a proposal (for project or dissertation) into the final project report or

dissertation. When re-sitting an assignment you should NOT re-use and upgrade a previously submitted piece of work. You should write a new assignment. There will normally be a new assignment brief. In modules where a generic assignment is used you should produce a new piece of work – this will mean using new case studies/ developing a new example etc. If you are allowed to revise a previous submission you will be clearly told this, and so should assume this is not the case (unless told). Unfair practice detected first time will be recorde d as first offence and any subsequent work submitted and suspected of unfair practice will be automatically referred for an investigation and could lead to the termination of your studies.


3. ASSESSMENT SCHEDULE MBA - Term 2 - Human Resource Management - Assessme nt Schedule

SUMMER INTAKE (June 2010)

S. No.

Module Code Module name

Assignment 1 Assignment 2 Examination

Weightage Due Submission Type Weightage Due Submission

Type Weightage Due Duration

1 MBA1810-L Tools for Strategic Management 100% August /

September 2010

2 hrs

2 MBA1910-L Workplace Psychology 100% August /

September 2010

2 hrs

3 MBA1310-L International Human Resource Management 100% 23-Aug-10

OTS

4 MBA1410-L Quality Systems 100% 25-Aug-

10 OTS

5 MBA1210-L Managing Diversity 100% 23-Aug-10

OTS

6 MBA1010-L HRM Project Proposal 1st July

2010 HSS 100% 25-Aug-

10 OTS

OTS - Turn-it-in submission

HSS - Hard & Soft copy submission Refer to the Student Portal (http://resources.ctlon don.ac.uk) for more Submission Type Instructions NOTE: THERE IS NO LATE SUBMISSION – IF YOU MISS SUB MISSION DEADLINE YOUR ASSESSMENT WILL NOT BE MARKED


Department of Management and Information Technology

4. TOOLS OF STRATEGIC PLANNING

MBA1810-L: MBA CORE MODULE

TERM 2

Tools of Strategic Planning


A. MODULE SUMMARY

Module Code and Title: Tools of Strategic Planning

Code: MBA1810-L Level: M (7)

Credits: 10 Terms Taught: 1

Assessments: Examination (100%)

Teaching Methods: Lectures, Case Studies, Workshops, Presentations, Group work

Pre-requisites: None Co-requisites: None

Taught in the medium of Welsh:

No Incompatibles: None

Number of

Lectures/workshops per week:

2 hours Contact Hours: 20 hours

Syllabus: The following themes are explored:

• Definition, key elements, core areas and importance of Strategy

• The tools of internal and external environmental analysis, including: SWOT, PESTE, Value Chain, Boston Box, Cultural, Porter’s Five Forces, Stakeholder analyses

• Strategic choices • Strategy implementation

Learning Outcomes: By the end of the sessions students should be able to:

• Describe how corporate strategies are determined • Demonstrate how the internal and external organisational

environment is analysed • Recognise the influence of culture, values and power within

the organisation • Apply strategic tools, including SWOT, PESTE, Value

Chain, Boston Box, Cultural, Porter’s Five Forces and Stakeholder analyses;

• Differentiate between and determine appropriate strategic choices

• Consider the consequences of strategy implementation

Transferable and other

skills:

Development and application of: • Written and oral communication skills • Planning • Application • Information gathering • Analytical skills • Synthesising skills • Group work



B. MODULE DESCRIPTION Effective strategic development and management is dependent on comprehensive and current information and data regarding an organisation’s internal competencies and its external operating environment. This module provides students with an understanding of the principals of strategic management and introduces a variety of analytical tools of environmental analysis. Students explore the use of models, such as the Value Chain, Portfolio Analysis, Stakeholder Analysis, Porter’s Five Forces, etc. Students will also explore the pros and cons of strategic choices and consider the impact of and consequences of strategy implementation. The following elements will be included:

• Definition, key elements, core areas and importance of strategy • Tools of internal environmental analysis • Tools of external environmental analysis • Competitor and customer analysis • Strategic choices at various levels of the organisation • Suitability and feasibility • Implementation issues

Teaching sessions will be interactive and will involve students in practical exercises, case study analysis and discussions. This will facilitate the development of analytical, evaluation, communication, team and leadership skills through self-directed discovery and peer assisted learning. Assessment will be formative through questioning and task setting during learning sessions and via one examination.

C. LECTURE SCHEDULE

Week 1 – Defining Strategy � Introducing emergent and prescriptive strategies

Week 2 - Generic Perspectives � Key players and approaches

Week 3 – 4 Environmental Scanning � Assessing the external environment

Week 5 – 6 Environmental Scanning � Assessing the internal environment

Week 7 - Generic Strategies

� Porter’s generic strategies applied

Week 8 - Competitive and Growth Strategies and Maxi mising Value � Bowman’s clock and other strategies

Week 9 – Making Choices � Determining the right fit



Week 10 – Implementation and its Possible Consequen ces � Change Management

D. REFERENCES

Main Recommended Texts 1. Burnes, B., 2nd ed. (1996) Managing Change. Financial Times Management. 2. Dobson, P. et al, (2004), Strategic Management, Issues and cases, 2nd ed., Blackwell Publishing 3. Fitzroy, P. & Hulbert, J. (2004) Strategic Management, Wiley HE 4. Hill, C. W. L et al. (1998) Strategic Management..Houghton Mifflin 5. Johnson, G. & Scholes K. (2002) Exploring Corporate Strategy, 6th ed. FT Prentice Hall 6. Lynch, R. (2000) Corporate Strategy. Pearson Education Ltd. 7. Stevens, D. (1997) Strategic Thinking: success secrets of big business projects, McGraw Hill. 8. Thompson, A. & Strickland, A. (1997) Strategic Management: Concepts and Cases. McGraw

Hill. 9. Wickham, P. A. (1998) Strategic Entrepreneurship, FT Prentice Hall.

Other Reading 1. Abell, D. (1978) “Strategic windows”, Journal of Marketing, Vol 42, pg 21–28, July 1978. 2. Abell, D. (1993) Managing with dual strategies, The Free Press (Macmillan Inc.), New York,

1993, 3. Ansoff, I. (1957) Strategies for diversification, Harvard Business Review, Boston, 1957 4. Ansoff, I. (1965) Corporate Strategy McGraw Hill, New York, 1965 5. Ansoff, I. Declerck, R. and Hayes, R. (1976) From Strategic Planning to Strategic

Management, John Wiley, New York, 1976 6. Axelrod, R. and Cohen, M. (1999) Harnessing Complexity : Organizational implications of a

scientific frontier The Free Press, New York, 1999 7. Barnard, C. (1938) The function of the executive, Harvard University Press, Cambridge Mass,

1938. 8. Barney, J. (1991) “Firm Resources and Sustainable Competitive Advantage”, Journal of

Management, vol 17, no 1, 1991. 9. Barton, D.L. (1995) Wellsprings of Knowledge, Harvard Business school Press, Boston, 1995. 10. Berry, L. (1995) On Great Service, Free Press, New York, 1995. 11. Buzzell, R. and Gale, B. (1987) The PIMS Principles: Linking Strategy to Performance, Free

Press, New York, 1987. 12. Castells, M. (1996) The Rise of the Networked Society :The information age, Blackwell

Publishers, Cambridge Mass, 1996. 13. Camp, R. (1989) Benchmarking: The search for industry best practices that lead to superior

performance, American Society for Quality Control, Quality Press, Milwaukee, Wis., 1989. 14. Chaffee, E. (1985) “Three models of strategy”, Academy of Management Review, vol 10, no. 1,

1985. 15. Chandler, A. (1962) Strategy and structure: Chapters in the history of industrial enterprise,

Doubleday, New York 16. Christensen, C. (1997) "The Innovator's Dilemma", Harvard Business School Press, Boston,

1997 17. Collins, J. and Porras, J. (1994) Built to Last, Harper Books, New York, 1994. 18. Collins, J. and Porras, J. (1996) “Building Your Company's Vision”, Harvard Business Review,

September/October 1996. 19. Crosby, P. (1979) Quality is Free, McGraw Hill, New York, 1979. 20. David, Fred (2006), Strategic Management: Concepts and Cases, Prentice Hall, 2006, 21. Davidow, W. and Uttal, B. (1989) Total Customer Service, Harper Perenial Books, New York,

1990. 22. Deming, W.E. (1982) Quality, Productivity, and Competitive Position, MIT Center for Advanced

Engineering, Cambridge Mass., 1982. 23. Dixon, P. (2003) Futurewise - Six Faces of Global Change, Profile Books, London, 2003 24. Drucker, P. (1954) The Practice of Management, Harper and Row, New York, 1954 25. Drucker, P. (1968) The Age of Discontinuity, Heinemann, London, 1969 (also Harper and Row,

New York, 1968). 26. Drucker, P. (1973) Management, Harper and Row, New York, 1983-paperback



27. Dudik, E. (2000) Strategic Renaissance, Amacon, New York, 2000 28. Evens, P. and Wurster, T. (1997) “Strategy and the New Economics of Information”, Harvard

Business Review, Sept/Oct 1997. 29. Feignbaum, A. (1983) Total Quality Control, 3rd edition, McGraw Hill, Maidenhead, 1990. 30. Frank, R. and Cook, P. (1995) The Winner Take All Society, Free Press, New York, 1995. 31. Garratt, B. (1987) The Learning Organization, Fontana Books, London, 1987. 32. Gronroos, C. (1994) “From marketing mix to relationship marketing: towards a paradigm shift

in marketing”, Management Decision, Vol. 32, No. 2, pp 4–32, 1994. 33. Gladwell, M. (2000) The Tipping Point, Little Brown, New York, 2000. 34. Hamel, G. & Prahalad, C.K. (1989) “Strategic Intent”, Harvard Business Review, May–June

1989. 35. Hamel, G. & Prahalad, C.K. (1990) “The Core Competence of the Corporation”, Harvard

Business Review, May–June 1990. 36. Hamel, G. & Prahalad, C.K. (1994)Competing for the Future, Harvard Business School Press,

Boston, 1994 37. Hammer, M. and Champy, J. (1993) Reengineering the Corporation, Harper Business, New

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Mass., 1995. 44. Isenberg, D. (1984) “How managers think”, Harvard Business Review, November–December

1984. 45. Isenberg, D. (1986) Strategic Opportunism: Managing under uncertainty, Harvard Graduate

School of Business, Working paper 9-786-020, Boston, January 1986. 46. Jarillo, J.-C. (1993) Strategic Networks: Creating borderless organizations, Butterworth-

Heinemann, Oxford, 1993 47. Jarillo, J.-C. (2003) Strategic Logic, Palgrave McMillan, New York, 2003 (Exist also in other

languages) 48. Juran, J.M. (1992) Juran on Quality, Free Press, New York, 1992. 49. Kaplan, R. S. and Norton, D. P. (1992) “The balanced scorecard: measures that drive

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business, Houghton Muffin Co. New York, 1984, 57. Levy, D. (1994) “Chaos Theory and Strategy: Theory, Application, and Managerial

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63. McKenna, R. (1997) Real time: Preparing for the age of the Never Satisfied Customer, Harvard Business School Press, Boston, 1997.

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Advantage”, Harvard Business Review, July/August 1985 89. Probst, G. Raub, S. and Romhardt K. (1999) Managing Knowledge, Wiley, London, 1999

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Business Review, September/October 1990. 93. Reichheld, F. (1996) The Loyalty Effect, Harvard Business School Press, Boston, 1996. 94. Rifkin, J. (2000) The Age of Access, Putnum Books, New York, 2000 95. Schartz, P. (1991) The Art of the Long View, Doubleday, New York, 1991. 96. Schmitt, B. (2003) Customer Experience Management, The Free Press, New York, 2003. 97. Schmitt, B. and Simonson, A. (1997) In Marketing Aesthetics: The strategic management of

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Wiley, New York, 1983. 116. Toffler, A. (1970) Future Shock, Bantom Books, New York, 1970. 117. Toffler, A. (1980) The Third Wave, Bantom Books, New York, 1980. 118. Traverso, D. (2000) Outsmarting Goliath, Bloomberg Press, Princeton, 2000. 119. van der Heyden, K. (1996) Scenarios: The art of strategic conversation, Wiley, New York,

1996. 120. Wack, P. (1985) “Scenarios: Uncharted Waters Ahead”, Harvard Business review, September

October, 1985. 121. Wacker, W. and Taylor, J. (1997) The 500 Year Delta, Capstone Books, Oxford, 1997. 122. Warden, John A. III and Russell, Leland A. Winning In FastTime-Harnessing the competitive

advantage of Prometheus in Business and Life, Venturist Publishing, Montgomery, AL, 2002. 123. Wickens, P.D. (1995) The Ascendant Organization, MacMillan Press, 1995, London, 124. Woo, C. and Cooper, A. (1982) “The surprising case for low market share”, Harvard Business

Review, November–December 1982, pg 106–113. 125. Zaleznik, A. (1977) “Managers and Leaders: Are they different?”, Harvard Business Review,

May–June, 1977. 126. Zaleznik, A. (1989) The Managerial Mystique, Harper and Row, New York, 1989. 127. Zuboff, S. (1988) In the Age of the Smart Machine, Basic Books, New York, 1988



5. WORKPLACE PSYCHOLOGY

MBA1910-L: MBA CORE MODULE

TERM 2

Workplace Psychology


A. MODULE SUMMARY

Module Code a nd Title: Workplace Psychology



Assessments: Examination (100%)

Teaching Methods: Lectures, Workshops, Case Studies, Presentations, Group work




Number of



Syllabus: • Work psychology: its origins and subject matter

• Personality and behaviour • Individual differences and group behaviour • Perceptual and communication differences • The major approaches to motivation and learning • Empowerment • Power and politics


• Identify and understand the importance of individual and groups behaviour in respect of personality, barriers to perception and the formative processes of attitudes, values and beliefs

• Describe and explain the issues surrounding empowerment • Define and assess interpersonal processes of

communication • Present an overview of the current state of knowledge of

memory and learning • Analyse the main communication factors central to

effectiveness at work • Discuss the advantages and disadvantages of flexibility and

in the workforce

Transferable and other skills:

Development and application of: • Learning • Written and oral communication skills • Planning • Group work • Information gathering • Presentation • The interpretation of data



B. MODULE DESCRIPTION What our ancestors discovered a long time ago still remains true: ‘groups can achieve much more than individuals acting alone’. We are, like many other creatures on earth, social animals; we enjoy the company of others and achieve psychological satisfaction and material gain from organised activity. In fact, our society is dependant on collective organised activity. However, when individuals are engaged in collective organised activities, conflict is never far away. Managing organisations is to a large extent about managing people. The study of Workplace Psychology draws on many disciplines, such as psychology, social psychology, sociology, anthropology, economics, etc. This module explores the development of Workplace Psychology as a discipline and probes the influences on individual and group behaviour. Other areas to be explored include how we learn and how we develop effective communication skills. The key elements of the module are:

• The background to and definition of Workplace Psychology • Personality types and traits • Interpersonal communications and the psychology of perception • The nature of motives and motivation processes as influences on behaviour • The main components of the cognitive and behaviourist approaches to learning • The influences on group cohesiveness and performance • The definitions and elements of empowerment • The relationship between power and influencing • Definition and benefits of the Learning organisation

Teaching sessions will be interactive and will involve students in practical exercises, case study analysis, scenario building and discussions. Students will be encouraged to self and peer analyse. This will facilitate the development of analytical, evaluation, synthesising, communication, team and leadership skills through self-directed discovery and peer assisted learning.

Assessment Assessment will be formative through questioning and task setting during learning sessions and via one examination.

C. LECTURE SCHEDULE Week 1 - Introduction to Workplace Psychology

Background to and definition of the discipline Week 2 - Personality types and traits Week 3 and 4 - Interpersonal communication and the psychology of perception Week 5 - Motives and motivation Week 6 - The psychology of learning

Week 7 - Defining and understanding groups

Week 8 - Defining Empowerment



Week 9 - The relationship between power and influen cing

Week 10 - The learning organisation

D. REFERENCES

1. Buchanan, D & Huczynski, A (1997) Organisational Behaviour, NY: Prentice Hall, (3rd ed) 2. Greenberg, J. (2005) Managing Behaviour in Organizations, Prentice Hall 3. Robbins, Stephen P (2004) Organizational Behavior - Concepts, Controversies, Applications. 4th

Ed. Prentice Hall

Extended Reading List 1. Abramson, L. , Seligman, M.E.P. & Teasdale,J. (1978). Learned helplessness in humans:

Critique and reformulation. Journal of Abnormal Psychology, 87, 49-74. 2. Allport, G. W. (1985). The historical background of social psychology. In G. Lindzey & E.

Aronson (Eds.), The handbook of social psychology. New York: McGraw Hill. 3. Allport, G. W. (1937). Personality: A psychological interpretation. New York: Holt, Rinehart &

Winston 4. Argyris, C. & Schön, D. A. (1996). Organizational learning II: Theory, method, & practice.

Reading, MA: Addison-Wesley. 5. Asch, S. E. (1955). Opinions and social pressure. Scientific American, pp. 31-35. 6. Asch, S. E. (1946). "Forming impressions of personality." Journal of Abnormal and Social

Psychology 41, 258-290 7. Ashkenas, R., Ulrich, D., Jick, T. & Kerr, S. (2002). The boundaryless organization: Breaking the

chains of organizational structure. San Francisco: Jossey-Bass. 8. Bandura, A., Ross, D. & Ross, S. A. (1961). Transmission of aggression through imitation of

aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582. 9. Baron, J. (1982). Intelligence and Personality. In R. Sternberg (Ed.). Handbook of Intelligence.

Cambridge: Cambridge University Press. 10. Batson, C. D. (1998). Altruism and prosocial behavior. In D. T. Gilbert, S. T. Fiske, & G. Lindzey,

(Eds.),The handbook of social psychology. New York: McGraw Hill. 11. Bem, D. (1970). Beliefs, attitudes, and human affairs. Belmont, CA: Brooks/Cole. 12. Bossidy, L. & Charan, R. (2002). Execution: The discipline of getting things done. New York:

Crown Business. 13. Buchanan, D & Huczynski, A (1997) Organisational Behaviour, NY: Prentice Hall, (3rd ed) 14. Cialdini, R. B. (2000). Influence: Science and practice. Allyn and Bacon. 15. Daft, R. L. (2004). Organization Theory and Design (8th ed.). Mason, OH: South-Western. 16. Engler, Barbara (2006). Personality Theories. Houghton Mifflin. 17. Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press. 18. Festinger, L. & Carlsmith, J. M. (1959). Cognitive consequences of forced compliance. Journal of

Abnormal and Social Psychology, 58, 203-211. 19. Evans, W. H., Jr. (1992) Managing the burnout factor. Mortgage Banking 53(1), 119-123.

Retrieved June 2, 2006, from ABI/Inform Global 20. Field, L. (1997) Impediments to empowerment & learning within organizations. The Learning

Organization 4(4), 149-158. Retrieved November 17, 2006, from Emerald Journals 21. Ford, R. (2006) Organizational learning, change & power: Toward a practice-theory framework.

The Learning Organization 13(5), 495-524. Retrieved November 17, 2006, from Emerald Journals

22. Gergen, K. J. (1973). Social psychology as history. Journal of Personality and Social Psychology, 26, 309-320.

23. Greenberg, J. (2005) Managing Behaviour in Organizations, Prentice Hall 24. Gryskiewicz, S. S. (1999). Positive turbulence: Developing climates for creativity, innovation, and

renewal. San Francisco: Jossey-Bass. 25. Handy, C. (1990). The Age of Unreason. Boston: Harvard Business School Press. 26. Haney, C., Banks, W.C. & Zimbardo, P.G. (1973). Interpersonal dynamics in a simulated prison.

International Journal of Criminology and Penology, 1, 69-97. 27. Heathfield, S. M. (2006). Employee empowerment. Human Resources: About, Inc. Accessed

November 1, 2006 from http://humanresources.about.com/od/glossarye/a/empowerment_def.htm



28. Hersey, P., Blanchard, K. H. & Johnson, D. E. (1996). Management of organizational behavior: Utilizing human resources (7th ed.). Upper Saddle River, NJ: Prentice Hall.

29. Honold, L. (1997) A review of the literature on employee empowerment. Empowerment in Organizations 5(4), 202-212. Retrieved November 24, 2006, from Emerald Journals

30. Jamali, D., Khoury, G. & Sahyoun, H. (2006) From bureaucratic organizations to learning organizations. The Learning Organization 13(4), 337-352. Retrieved November 17, 2006, from Emerald Journals

31. Isbister, J. N. (1985) "Freud, An Introduction to his Life and Work" Publisher: Polity Press: Cambridge, Oxford.

32. Janis, I. L. (1972). Victims of groupthink. Boston, MA: Houghton Mifflin Company. 33. Kanter, R. M. (1988, February 5-6). Empowering people to act on ideas. Executive Excellence. 34. Keidel, R. W. (1995). Seeing organizational patterns: A new theory and language of

organizational design. San Francisco: Berrett-Koehler. 35. Latane, B. (1981). The psychology of social impact. American Psychologist, 36, 343-356. 36. Landes, L. (1994) The myth & misdirection of employee empowerment. Training 31(3), 116-117. 37. Lewin, K. (1951). Field theory in social science: Selected theoretical papers. D. Cartwright (Ed.).

New York: Harper & Row. 38. Milgram, S. (1975). Obedience to authority. Harper and Bros. 39. Mischel, W. (1999). Introduction to Personality. Sixth edition. Fort Worth, Texas: Harcourt Brace. 40. Perloff, R. M. (2003). The dynamics of persuasion. Mahwah, NJ: Lawrence Erlbaum. 41. Ryckman, R. (2004). Theories of Personality. Belmont, CA: Thomson/Wadsworth 42. Scarnati, J. T. & Scarnati, B. J. (2002) Empowerment: The key to quality. The TQM Magazine

14(2), 110, . Retrieved November 17, 2006, from ABI/Inform Global 43. Schweitzer, C. (2004) Light-bulb leadership: Creating a culture where innovation is in.

Association Management 56(8), 31-42. Retrieved January 30, 2006, from OmniFile Full Text Mega

44. Scott, S. G. & Bruce, R. A. (1994) Determinants of innovative behavior: A path model of individual innovation in the workplace. Academy of Management Journal 37(3), 580-607. Retrieved March 9, 2006, from ABI/INFORM Complete

45. Senge, P. M. (2006). The fifth discipline: The art & practice of the learning organization (Revised ed.). New York: Currency/Doubleday. (Original work published 1996)

46. Sherif, M. (1954). Experiments in group conflict. Scientific American, 195, 54-58. 47. Spreitzer, G. M. (1996) Social structural characteristics of psychological empowerment.

Academy of Management Journal 39(2), 483-504. Retrieved November 17, 2006, from ABI/Inform Global

48. Tajfel, H. & Turner, J. C. (1986). The social identity theory of intergroup behavior. In S. Worchel & W. G. Austin (Eds.), Psychology of intergroup relations. Chicago, IL: Nelson-Hall.

49. Thorndike, E. L. (1920). "A Constant Error on Psychological Rating." Journal of Applied Psychology, vol. IV, 25-29

50. Weick, Karl E (1979) The Social Psychology of Organizing 2nd Ed. McGraw Hill 51. Weightman J (1999) Introducing organisational behaviour London: Longman.



6. INTERNATIONAL HUMAN RESOURCE MANAGEMENT

MBA1310-L: MBA PATHWAY MODULE

TERM 2

International Human Resource Management


A. MODULE SUMMARY

Module Code and Title: International Human Resource Management



Assessments: 1 x assignment 2,500 words (100%)

Teaching Methods: Lectures, Seminars, Workshops, Case Studies, Presentations, Group work

Pre-requis ites: None Co-requisites: None

Taught in the medium of

Welsh:


Number of



Syllabus: The following themes are explored:

• Organisational structure and strategy • Multinational Enterprises and national cultures • International Operations • Corporate HRM • Standards, Ethics and Codes of Conduct • Selection and Management – international employees • Training and Management Development • Rewards and Benefits, including compensation • IHRM – a professional approach

Learning Outcomes: To equip students with the knowledge they need to:

• Understand the distinctions between HRM and IHRM • Develop an appreciation of the practices and policies

required of the IHRM function • Understand the global context of strategic HRM • Appreciate the professional role, competence and expertise

of the IHRM specialist.


Development and application of: • Critical thinking and creativity • Problem solving and decision making • Information and knowledge gathering • Effective use of communication and information technology • Personal effectiveness • Effective performance within a team environment • Leadership and performance management • Ethics and value management • Ability to conduct research into management issues • Learning through reflection on practice



B. MODULE DESCRIPTION INTERNATIONAL HUMAN RESOURCE MANAGEMENT is about managing the human resource in the international context, the international environment. With business increasingly international in scope, and the management of human resources critical to business success, the subject merits its own consideration. This module looks at IHRM issues faced by multinational organisations and enterprises. There is a focus on the problems faced by businesses that must perform in more than one country, the strategic implications and those for practices and policies. Managing people in both the public and private sectors can be an extremely difficult and complex process. However, people are an organisation’s most important resource and they are crucial for ensuring its success. To be effective on an international scale, human resource management must address the people management issues which can span international borders. The Aims of the Pathway Module – International Huma n Resource Management To develop the student’s knowledge and understanding of:

1. Framing global HR within the context of economic, technological and strategic drivers of business,

2. The HR implications of a global strategy and the HR implications of working in different countries,

3. How multinational and other organisations ands enterprises adopt global solutions in delivering international HRM,

4. The impact of international HRM on Organisational effectiveness, 5. The key areas to success in IHRM, 6. The professional function of IHR Departments within multinational enterprises.

The learning and teaching strategy aims to develop independent learners, which is consistent with Masters Level study. There will be integration of theory and practice in all modules. Students will be encouraged to use empirical and original research into a current business management issues. The class room based teaching will be interactive and students will be expected to read and research widely and to participate freely during teaching and seminar sessions. Students are expected to be able to demonstrate a range of cognitive and intellectual skills and techniques specific to business and management, as well as personal and interpersonal skills. Students are expected to come to lecturers prepared , by reading the journal and/or chapter books provided.



C. LECTURE SCHEDULE Week 1 - International Human Resource Management – An Introduction Week 2 - Globalisation and HRM Week 3 - Multinational Enterprises and National Cul tures Week 4 - Operating in an International Environment Week 5 - Developing Global Themes Week 6 - Managing International Mobility Week 7 - The Contribution of Corporate HRM Week 8 - International Assignees Week 9 - Standards, Ethics and Codes of Conduct Week 10 - Developing Global Human Resource Manageme nt Professionals

D. REFERENCES Main Recommended Texts 1. Deresky Helen, (2008), International Management: managing across boarders and cultures, London:

Pearson Education Ltd. 2. Mendenhall, M.E. Oddou G.R. & Stahl G.K (2007 )Readings and Cases in International Human

Resource Management, 4th ed., Oxon: Routledge. 3. Edwards Tony & Rees Chris (2006) International Human Resource Management: Globalization,

National systems & Multinational Companies, Essex: Pearson Education Ltd. 4. Briscoe Dennis R. & Schuller Randall S. (2004) International HRM, 2nd ed., Routledge 5. Schneider Susan C. and Barsoux Jean-Louis, (2003) Managing Across Cultures, 2nd ed. Essex:

Pearson education Ltd.

Other Recommended Texts 1. Millmore M., Lewis P., Saunders M., Thornhill A. & Morrow T. (2007) Strategic Human Resource

Management: contemporary issues, Essex: Pearson Education Ltd. 2. Leopold John, Harris Lynette & Watson Tony (2005) The Strategic Management of Human

Resources, Essex: Person Education Ltd. 3. Sparrow P., Brewster C. & Harris H. (2004) Globalising Human Resource Management, Routledge 4. Bach Stephen (2005) Managing Human Resources, Blackwell Publishing 5. Greer Charles R. (2001) Strategic Human Resource Management: a general managerial

perspective, FT Prentice Hall

In addition to professional journals and web based resources, students are directed to the following selected reference works. Reading Preparation

L1: Mark E. Mendenhall, Gary R Oddou and Gunter K. Stahl, ‘Introduction and Introductory reading and cases: “the white water rapids of Robin Earl”’ pp.1-16 in Mendenhall, M.E. Oddou G.R. & Stahl G.K. (2007 )Readings and Cases in International Human Resource Management, 4th ed., Oxon: Routledge L2: Mark E. Mendenhall, J. Stewart Black, Robert J. Jensen and Hal B. Gregersen, ‘ Seeing the elephant: Human Resource Management challenges in t he age of Globalization’ pp. 19-34 in



Mendenhall, M.E. Oddou G.R. & Stahl G.K. (2007 )Readings and Cases in International Human Resource Management, 4th ed., Oxon: Routledge L3: Roger Hallowell, David Bowen and Carin-Isabel K noop, ‘Four Seasons goes to Paris’ pp. 317-348 in Mendenhall, M.E. Oddou G.R. & Stahl G.K. (2007 )Readings and Cases in International Human Resource Management, 4th ed., Oxon: Routledge L4: Allan Bird and Schon Beechler, ‘The link betwee n business strategy and IHR practices’ pp. 35-46 in Mendenhall, M.E. Oddou G.R. & Stahl G.K. (2007 )Readings and Cases in International Human Resource Management, 4th ed., Oxon: Routledge L5: Papers on the Public drive (:P) a) Paul R. Sparrow (2006) Globalization of HR at a Functional level b) Sheila M. Rioux, Paul R. Bernthal & Richard S. Wellins, DDI: Development Dimensions International, The Globalization of HR Practices L6: Jaime Bonache and Zulima Fernandez, ‘Strategic staffing in multicultural companies: a resource-based approach’ pp. 99-118 in Mendenhall, M.E. Oddou G.R. & Stahl G.K. (2007 )Readings and Cases in International Human Resource Management, 4th ed., Oxon: Routledge L7: Susan C. Schneider and Jean-Louis Barsoux, C h3: ‘Interacting spheres of culture’, pp. 51-78 in Schneider Susan C. and Barsoux Jean-Louis, (2003) Managing Across Cultures, 2nd ed. Essex: Pearson education Ltd. L8: No readings L9: Sanjiv Sachdev, ‘International corporate social responsibility and employment relations’, pp. 262-281 in Edwards Tony & Rees Chris (2006) International Human Resource Management: Globalization, National systems & Multinational Companies, Essex: Pearson Education Ltd.

Extended Reading List The Context and Nature of HRM

1. Torrington Derek, Hall Laura & Taylor Steven, (2001), Human Resource Management, 5th ed., FT Prentice Hall

2. Maund Linda, (2005), An Introduction to Human Resource Management: theory and practice, Palgrave.

3. Bratton John and Gold Jeffrey, (2003), Human Resource Management, Palgrave 3rd. 4. Hall Laura & Torrington Derek, (1998), the Human Resource Function The Dynamics of Change And

Development, FT Prentice Hall 5. Dowling, P. J. & Welch D. E., (2004), International Human Resource Management, Thomson,

London 6. Harris H., Brewster C. & Sparrow P., (2003), International Human Resource Management, CIPD,

London 7. Brewster C., Harris H. and Sparrow P., (2002), Globalizing HR: Executive Brief, CIPD, London 8. Briscoe D.R. & Schuler R.S., (2004), International Human Resource Management, Routledge,

London 9. Budhwar P., (2004), Managing Human Resources in Asia-Pacific, Routledge, London 10. Evans P., Pucik V. & Barsoux J-L., (2002), the Global Challenge: Frameworks for International

Human Resource Management, McGraw Hill, New York 11. Harzing A-W. & Ruysseveldt J.V., (2004), International Human Resource Management, Sage,

London 12. Sparrow P.R., Brewster C. & Harris H., (2004), Globalizing Human Resource Management,

Routledge, London 13. Marchington Mick & Wilkinson Adrian, (2005), Human Resource Management at Work, CIPD 14. Rayner Charlotte & Adam-Smith Derek, (2005), Managing and Leading People, CIPD 15. Greer Charles R., (2001), Strategic Human Resource Management: a general managerial

perspective, FT Prentice Hall 16. Corbridge Marjorie & Pilbeam Stephen, (1998), Employment Resourcing, FT Prentice Hall 17. Stewart Jim, (1999), Employee Development Practice, FT Prentice Hall 18. Wexley Kenneth N. & Latham Gary P, (2001) Developing and Training Human Resources in

Organisations, FT Prentice Hall 19. Thorpe Richard & Homan Gilian, (2000), Strategic Reward Systems, FT Prentice Hall.



20. Bach Stephen & Sisson Keith, (2000), Personnel Management: a Comprehensive Guide to Theory and Practice, 3rd ed.

21. Bratton John & Gold Jeffrey, (2003) Human Resource Management Theory and Practice, 3rd ed. 22. Legge Karren, “HRM: rhetoric, reality and hidden agendas” in: John Storey (ed.) (1995) Human

Resource Management: a Critical Text. 23. Noon Mike & Blyton Paul, (2002) The Realities of Work,2nd ed., Chapter 2 ‘The changing context of

work’ and Chapter 3 ‘The meaning of work’. 24. Redman Tom & Wilkinson Adrian, (2001), ‘In Search of Human Resource Management’, in: Redman

T and Wilkinson A (eds.) (2001) Contemporary Human Resource Management: Text and Cases. 25. Towers Brian, (2003), ‘The Changing Employment Relationship’, in: Towers B (ed.) (4th edn., 2003)

The Handbook of Employment Relations Law and Practice.

Recruitment and Selection

1. Bratton John & Gold Jeffrey, (2003) Human Resource Management Theory and Practice, 3rd ed., Chapters 6 & 7

2. Marchington Mick & Wilkinson Adrian, (1996), Core Personnel and Development, Chapter 6 3. Iles Paul & Salaman Graeme, “Recruitment, selection and assessment” ” in: John Storey (ed.) (1995)

Human Resource Management: a Critical Text. 4. Newell Sue & Shackleton Viv, (2000), “Recruitment and Selection” in: Stephen Bach and Keith

Sisson (eds.) (2000), Personnel Management: a Comprehensive Guide to Theory and Practice, 3rd ed.

Managing Diversity and Ensuring Fairness 1. Noon Mike & Blyton Paul, (2002) The Realities of Work, 2nd ed., Chapter 10 “Unfair discrimination at

work”. 2. Pritchard Helen, (2003), ‘Discrimination in Employment’ in: Towers B (ed.) (4th Edn. 2003) The

Handbook of Employment Relations Law and Practice. 3. Dickens Linda, “Still Wasting Resources’ Equality in Employment” in: Stephen Bach and Keith Sisson

(eds.) (2000), Personnel Management: a Comprehensive Guide to Theory and Practice, 3rd ed. 4. Ackers Pete, ‘Employment Ethics’ in: Redman T and Wilkinson A (eds.) (2001) Contemporary

Human Resource Management: Text and Cases. 5. Lorbiecki A. & Jack G., (2000), "Critical turns in the Evolution of Diversity Management", British

Journal of Management, 11 (Sep) 6. Woodhams C. & Danieli A., (2000), "Disability and Diversity - a Difference too Far?", Personnel

Review, 29 (3) 7. Skinner D. (2000) "The Reality of Equal Opportmoduleies - The Expectations and Experiences of

Part-time Staff and their Managers", Personnel Review, 28, (5-6). 8. Lee D., (2000), "An Analysis of Workplace Bullying in the UK", Personnel Review, 29 (5) 9. Einarsen S., (1999), "The Nature and Causes of Bullying at Work", International Journal of

Manpower, 20 (1-2)

Family-Friendly Policies 1. Lewis S., (1996), the Work-Family Challenge: Rethinking Employment, London: Sage 2. McLee L. et al (2000), "Family Friendly Policies and Practices in the Oil and Gas Industry:

Employers' Perspectives", Work, Employment and Society, 14 (3) 3. Crompton R. & Birkelund GE (2000), Employment and Caring in British and Norwgian Banking: An

Exploration through Individual careers", Work, Employment and Society, 14 (2) 4. Dex S & Joshi H (1999), "Careers and Motherhood: Policies for Compatibility, Cambridge Journal of

Economics, 23 (5) 5. Rothausen TJ et al. (1998), "Family-friendly Backlash - Fact or Fiction? The Case of Organizations'

On-site Child Care Centres,", Personnel Psychology, 51 (3) 6. Dex S. & Scheibl F., (2001), "Flexible and Family-friendly Working Arrangements in UK-Based

SMEs: Business Cases", British Journal of Industrial Relations, 39 (3) 7. Hewitt P. (1993), About Time: The Revolution in Work and Family Life, London: IPPR/Rivers Oram

Press 8. Moss P. & Fonda N. (eds), (1980), Work and the Family, London: Temple Smith 9. Brannen J. et al, (1994), Employment and Family Life: A Review of Research in the UK (1980-1994),

London: Institute of Education



Health, Safety & Welfare; Sickness and Absence 1. Bratton John & Gold Jeffrey, (2003), Human Resource Management Theory and Practice, 3rd ed.,

Chapter 5 2. Bach Stephen, “The Working Environment” in: Sissons Keith (ed.) (1994) Personnel Management: a

Comprehensive Guide to Theory and practice in Britain. 3. Barrett Brenda, (2003), ‘Health and Safety’ in: Towers B (ed.) (2003) The Handbook of Employment

Relations Law and Practice, 4th ed.. 4. Cunningham Ian & James Phil, (2003), ‘Managing Health and Safety’ in: Towers B (ed.) (2003) the

Handbook of Employment Relations Law and Practice, 4th Ed. 5. Harris Lynette, (2003), ‘Managing sickness and absence’ in: Towers B (ed.) (2003) The Handbook of

Employment Relations Law and Practice, 4th ed.

Training and Development 1. Bratton John & Gold Jeffrey, (2003) Human Resource Management Theory and Practice, 3rd ed.,

Chapter 10 2. Marchington Mick & Wilkinson Adrian, (1996), Core Personnel and Development, Chapters 8, 9, 10 3. Hyman Jeff, “Training and development – the employers’ responsibility?” in: Brian Towers (ed.)

(1996) The Handbook of Human Resource Management, 2nd ed. 4. Ashton David & Felstead Alan, “Training & Development” ” in: Storey John (ed.) (1995) Human

Resource Management: a Critical Text.7 5. Keep Ewart, “towards the learning organisation?’” in: Bach Stephen & Sisson Keith (eds.) (2000),

Personnel Management: a Comprehensive Guide to Theory and Practice, 3rd Ed. 6. Storey John & Tate William, “Management development” in: Bach Stephen & Sisson Keith (eds.)

(2000), Personnel Management: a Comprehensive Guide to Theory and Practice, 3rd Ed. 7. Stewart Jim, ‘Managing training and development’ in: Towers B (ed.) (2003) The Handbook of

Employment Relations Law and Practice, 4th ed.

Payment and Reward; Performance Management 1. Bratton John & Gold Jeffrey, (2003), Human Resource Management Theory and Practice, 3rd ed.,

Chapters 9 and 8 2. Story John & Sisson Keith, (1993), Managing Human Resources and Industrial Relations, Chapter 6

“Performance management and performance related pay” 3. Kessler Ian, ‘Pay and performance’ in: Towers B (ed.) (2003) The Handbook of Employment

Relations Law and Practice, 4th Ed. 4. Kessler Ian, “Remuneration systems” ” in: Bach Stephen & Sisson Keith (eds.) (2000), Personnel

Management: a Comprehensive Guide to Theory and Practice, 3rd ed. 5. Bach Stephen, ‘From performance appraisal to performance management’ in Bach Stephen &

Sisson Keith (eds.) (2000), Personnel Management: a Comprehensive Guide to Theory and Practice, 3rd ed.

6. Edwards Paul, “Discipline; towards trust and self-discipline?’ in: Bach Stephen & Sisson Keith (eds.) (2000), Personnel Management: a Comprehensive Guide to Theory and Practice, 3rd Ed.

7. Coates G., (1996), "Performance Appraisal and Women's 'performance' in a Trust Hospital", Health Manpower Management, 22 (5)

8. Redman T. & Mathews BP., (1995), "Do Corporate Turkeys Vote for Christmas: Managers' Attitudes towards Upward Appraisal", Personnel Review, 24 (7)

9. Hind P. & Baruch Y., (1997), "Gender Variations in Perceptions of Performance Appraisal", Women in Management Review, 12 (6)

Legislation and the Role of Government 1. Anderman Steven, ‘Overview: the law and the emplopyment relationship’ in: Towers B (ed.) (2003)

The Handbook of Employment Relations Law and Practice, 4th ed. 2. Blyton Paul & Turibull Peter, (1998) The Dynamics of Employee Relations, Chapter 6: ‘the Role of

the State’, 2nd ed.

Employment Relations & Collective Bargaining

1. Bratton John & Gold Jeffrey, (2003) Human Resource Management Theory and Practice, 3rd ed., Chapter 12



2. Undy Roger, ‘Trade unions and the employment relationship’ in: Towers B (ed.) (2003) The Handbook of Employment Relations Law and Practice, 4th ed.

3. Bacon Nik, ‘Employee Relations’ in: Redman T and Wilkinson A (eds.) (2001) Contemporary Human Resource Management: Text and Cases.

4. Story John & Sisson Keith, (1993), Managing human resources and industrial relations, Chapter 9 “Managing with trade unions”

5. Blyton Paul & Turnbull Peter, (1998) The Dynamics of Employee Relations, 2nd ed. 6. Tailby Stephanie & Winchester David, “Management and Trade Unions: Towards Social Partnership”

in: Bach Stephen & Sisson Keith, (eds.) (2000), Personnel Management: a Comprehensive Guide to Theory and Practice, 3rd ed.

Employee Involvement 1. Bratton John & Gold Jeffrey, (2003) Human Resource Management Theory and Practice, 3rd ed.,

Chapter 11 2. Ramsay Harvie, “Involvement, empowerment and commitment” in: Brian Towers (ed.) (1996) The

Handbook of Human Resource Management, 2nd ed. 3. Marchington Mick & Wilkinson Andrian, “Direct participation” ” in: Bach Stephen & Sisson Keith (eds.)

(2000), Personnel Management: a Comprehensive Guide to Theory and Practice, 3rd ed.



ASSIGNMENT - REPORT

The report should be approx. 2,500 words and must also be underpinned by appropriate academic theories and models. This assignment is worth 100% of the Module Mark.

Marking Criteria

1. Evidence of background reading, research and use of academic references 20% 2. Discussion and Evaluation 50% 3. Conclusion 20% 4. Essay structure and presentation 10%

For assignment submission deadline date please refe r to the assessment schedule on page no. 7.

Describe, and critically evaluate the internal and external factors that determine employment relations in company’s that are multinat ional, working globally, but originating in the UK. You may, with the agreement of your Lecturer, choose to examine multinational companies that originate in countries other than the UK. If you elect to do this, state clearly which country you have chosen when submitting your assignment.



7. QUALITY SYSTEMS


TERM 2

Quality Systems


A. MODULE SUMMARY

Module Code and Title: Quality Systems



Assessments: 1 x 2,500 word assignment (100%)

Teaching Methods: Lectures, Presentations, Workshops, Case Studies, Group work




Number of



Syllabus: Quality assurance

• Understand the meaning and importance of quality assurance. • Have awareness of the different accreditation standards, and to

understand their basic requirements. • Understand how to achieve most benefit from performance of

internal quality control (IQC), internal quality assessment (IQA) and external quality assessment (EQA).

• Assessment and external quality assessment programmes • Setting up internal quality audit programmes, preparing audit

checklists, performing internal quality audits • Brief introduction to statistical analysis of quantitative internal

quality control data • Consider critical control points in processes and how they may

be managed. • Raise non-compliance notes and implement corrective actions. • Performing a customer survey.

Learning Outcomes: By the end of the sessions students will be able to:

• Describe how Quality Assurance fits into the Human Resource Management function

• Explain the meaning of quality in terms of the products and / or services

• Have knowledge of the main QA systems in common use • See quality procedures as processes. • Be aware of statistical process control to help control and

analyse processes. • Get more value from data obtained from internal quality and

know how to place QA systems in general management


Students are expected to be able to demonstrate a range of cognitive and intellectual skills and techniques specific to business and management, as well as personal and interpersonal skills. The following are some of the skills which the programme is designed to develop:

• Critical thinking and creativity • Problem solving and decision making

Quality Systems


• Information and knowledge gathering • Numeracy and quantitative skills • Effective use of communication and information technology • Two-way communication! • Personal effectiveness • Effective performance within a team environment • Leadership and performance management • Ethics and value management • Ability to conduct research into management issues • Learning through reflection on practice • Application of theory to practice • Individual, group and leadership development

Quality Systems


B. MODULE DESCRIPTION Modern writers propose that Quality should not be separated from production. Everyone has to take responsibility for his or her proportion of the quality effort – including those outside the organization who nevertheless contribute towards the total quality of the supply chain. Quality and customer satisfaction are responsibilities for all in the business. This module seeks to chart the development of Quality systems, to describe their use and application, and to assess their continuing development in the context of organizations seeking to meet the changing demands of customers and of ‘globalisation’. This module covers the key ideas:

� Defining Quality � Getting systems right � Measuring performance � Finding and eradicating faults � Reducing waste � Organisational commitment � Costs and failures � Control and improvement

C. LECTURE SCHEDULE Week 1 - History and Background

Week 2 - European Excellence Model

Week 3 – Understanding Processes

Week 4 – Quality Systems

Week 5 - ISO9001

Week 6 – Quality Tools and Techniques

Week 7 - People and Involvement

Week 8 – Managing Performance and Measures Week 9 – Auditing a Quality System Week 10 - Customer Surveys Assessment: One Written Assignment in Report Format. 2500 word s – 100%

Quality Systems


D. REFERENCES

Main Recommended Texts 1. Niven Paul R. (2003) Balanced Scorecard Step-by-step for Government and Nonprofit Agencies

John Wiley & Sons Inc Hardcover

2. H. James Harrington, et al (1997) Business Process Improvement Workbook: Documentation, Analysis, Design and Management of Business Process Improvement McGraw-Hill Publishing Co. Hardcover

3. Wayne W. Eckerson (2005) Performance Dashboards: Measuring, Monitoring, and Managing Your Business John Wiley & Sons Inc, Hardcover

4. John Maxey, et al. (2004) The Lean Six Sigma Pocket Toolbook. McGraw-Hill Publishing Co. 5. Philip Crosby (1995) Quality without Tears – The Art of Hassle Free Management McGraw-Hill

Publishing Co. 6. Ray Tricker (2005) ISO 9001: 2000 for Small Businesses. Butterworth-Heinemann Ltd, 7. Oliver Wight (2005) The Oliver Wight Class A Checklist for Business Excellence. International

Inc. John Wiley & Sons Inc. 8. John S. Oakland (2004) TQM: Text with Cases Leslie J. Porter Butterworth-Heinemann Ltd. 9. Travers, M. (2007) the New Bureaucracy, The Policy Press, Bristol

ASSIGNMENT

Select one quality system from those studied in thi s course. Critically analyse how your chosen quality system m ight enhance performance management in an organisation of your choice.

Guide length: One written assignment in report format of 2,500 words. This assignment forms 100% of your overall Module mark.

Marking Criteria

1. Evidence of background reading and research 10% 2. Use and application of academic theories, models etc 25% 3. Critical analysis 35% 4. Conclusions and recommendations 20% 5. Structure and Presentation 10%




8. MANAGING DIVERSITY


TERM 2

Managing Diversity


A. MODULE SUMMARY

Module Code and Title: Managing Diversity



Assessments: 1 x 2,500 word assignment (100%)

Teaching Methods: Lectures, Workshops, Discussions, Scenarios




Number of



Syllabus: • An overview on diversity,

• The Diversity Legislation Framework, • Equality and Human Rights (EHRC) Business Plan 2008/2009, • Equality Scheme 2008/2009, • Survey Report 2007 Diversity in Business: a focus on progress, • Legal Cases, • Commission for racial equality: A lot done, a lot to do: The

vision for an integrated Britain, • Modern Multiculturalism, by Trevor Philips CRE Chair, • UWL Quality and Diversity Policy.

Learning Outcomes: By the end of the sessions students sho uld be able to:

• Demonstrate awareness of a range of current issues in the management of diversity and a diverse workforce,

• Have knowledge of the legal framework and the latest papers regarding equality and diversity,

• Discuss the effects of increasing diversity on business management,

• Link together current issues, media coverage and management thinking.


skills:

Students are expected to be able to demonstrate a range of cognitive and intellectual skills and techniques specific to business and management, as well as personal and interpersonal skills.

• critical thinking and creativity • problem solving and decision making • effective use of communication and information technology • personal effectiveness • effective performance within a team environment • leadership and performance management • ethics and value management • ability to conduct research into management issues • learning through reflection on practice

Managing Diversity


B. MODULE DESCRIPTION The Managing Diversity Module aims to improve the effectiveness of organisations by ensuring that everyone who works and volunteers for them can realise their potential. The module gives a brief introduction to the concept of managing diversity in the workplace and reviews current thinking on what works (and what doesn't). It is motivated by the belief that organisations and managers must grasp the significance of changes to the workplace in relation to globalisation, increasing diversity and the complexity of management. Managing diversity is about valuing differences. It is about treating people with dignity and allowing everyone to be able to perform to their level of ability. Diversity differs from the traditional view of equal opportunities because it covers a much wider framework than legal requirements; it is an important change of emphasis. All employees must accept the differences between individuals and to value the benefits that such diversity brings. Workplace Diversity incorporates the principle that all workers should receive equal rights but, rather than ignoring the differences between people in terms of their gender, age, ability or dis-ability, ethnicity, race and so on, this diversity should be recognised and respected. By valuing the varying qualities that different workers bring to their job and organisation, managers may create an environment where everyone feels valued for their individual talents, and where his or her skills and competencies are fully utilised. Unleashing all employees' full potential benefits the bottom line. Embracing diversity brings to an organisation a wide range of experience, ideas and creativity whilst giving the individual employee a feeling of being enabled to work to their full potential. This module will assist the manager in the context of a modern business or other complex organisation managing the world’s workforce.

C. LECTURE SCHEDULE

Week 1 - An overview on Diversity Week 2 - The Diversity Legislation Framework Week 3 - Equality and Human Rights (EHRC) Business Plan 2008/2009 Week 4 - Equality Scheme 2008/2009 Week 5 - Survey Report 2007 Diversity in Business: a focus on progress Week 6 - Legal Cases Week 7 - Commission for Racial Equality: “A lot don e, a lot to do: the vision for an

integrated Britain” Week 8 - Modern Multiculturalism, by Trevor Philips CRE Chair Week 9 - UWL Equality and Diversity Policy Week 10 - Personal Assessment

Managing Diversity


D. REFERENCES

Main Recommended Texts 1. EHRC Business Plan 08-09,

http://www.equalityhumanrights.com/en/aboutus/mission/Pages/BusinessPlan0809.aspx 2. Equality Scheme 08-09,

http://www.equalityhumanrights.com/en/publicationsandresources/pages/equalityandhumanrightscommissionpublications.aspx

3. A lot done, a lot to do - the CRE's vision for an integrated Britain, Employment p.18, http://www.equalityhumanrights.com

4. Modern Multiculturalism, http://www.equalityhumanrights.com/en/newsandcomment/speeches/Pages/powellspeech.aspx

5. Survey Report 2007 Diversity in Business: a focus on progress, http://www.cipd.co.uk/subjects/dvsequl/general/_dvstybsfcs.htm

Recommended Texts and Sources Students will be expected to monitor the media for relevant coverage; Management Journals; Various Business Management books; and Internet coverage of key issues 1. Chartered Institute of Personnel and Development (CIPD), http://www.cipd.co.uk 2. Equality Challenge Unit Homepage, http://www.ecu.ac.uk 3. Equality and Human Rights Commission, http://www.equalityhumanrights.com 4. EYEOA, European Year of Equality Opportunity for All,

http://ec.europa.eu/employment_social/eyeq/index.cfm?language=EN 5. EYID, European Year for Intercultural Dialogue, http://www.interculturaldialogue2008.eu (EU site),

http://inter.culture.info (UK site) 6. MPG, Migration Policy Group, http://www.migpolgroup.com 7. ACAS (the advisory, conciliation and arbitration service), http://www.acas.org.uk 8. Business Link (practical advices for employing people), http://www.businesslink.gov.uk 9. Department for Enterprise and Regulatory Reform, http://www.berr.gov.uk 10. Personel Today, http://personeltoday.com 11. BNET, http://www.bnet.co.uk Extended Reading 1. Clements, P. And Jones, J. (2008) The Diversity Training Handbook, 3rd ed., London: Kogan Page 2. Rasmussen, T. (2006) Diversity Mosaic Participant work: Leading Diversity, London: John Wiley and

sons Ltd. 3. Gordon, J. (2006) Pfeiffer’s classic Activities for Diversity Training, London: John Wiley and Sons

Ltd. 4. Foster, C. and Harris, L., (2005), ‘Ch. 5, From Equal opportunities to diversity management’, in J.

Leopold, L. Harris and T. Watson (eds)The Strategic Mamagement of Human Resources, Essex: Pearson Education Ltd.

5. Kossek, E.E. (ed) and Lobel, S.A. (2005) Human Resource Strategies for Transforming the Workplace, Blackwell

6. Stockdale, M.S. and Crosby, J. (2003), The psycology and Management of Workplace Diversity, London: John Wiley and Sons Ltd.

7. Pritchard, H. (2003) ‘Discrimination in Employment’, in Towers B (ed.) (4th edn., 2003) The Handbook of Employment Relations Law and Practice

8. Noon, M. & Blyton, P. (2nd edn., 2002) ‘Chapter 10 “Unfair discrimination at work”’, The Realities of Work

9. Ackers, P. ‘Employment Ethics’ in Redman T. and Wilkinson A. (eds.) (2001) Contemporary Human Resource Management: Text and Cases

10. Albrecht, M.H. (2000) International Human Resource Management: Managing Diversity in the Workplace, London John Wiley and Sons Ltd.

11. Dickens, L. ‘Still Wasting Resources? Equality in Employment’ in Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a Comprehensive Guide to Theory and Practice

12. Lorbiecki, A. & Jack, G. (2000) ‘Critical turns in the Evolution of Diversity Management’, British Journal of Management, 11 (Sep)

13. Woodhams, C. & Danieli, A. (2000), ‘Disability and Diversity - a Difference too Far?’, Personnel Review, 29 (3)

14. Skinner, D. (2000) ‘The Reality of Equal Opportunities - The Expectations and Experiences of Part-time Staff and their Managers’, Personnel Review, 28, (5-6).

Managing Diversity


15. Lee, D. (2000) ‘An Analysis of Workplace Bullying in the UK’, Personnel Review, 29 (5) 16. Einarsen S. (1999) ‘The Nature and Causes of Bullying at Work’, International Journal of Manpower,

20 (1-2) Employment Law 1. Cabrelli,D.(2008) Employment Law, Essex: Pearson Education Ltd. 2. Benny,R., Sargeant M. & Jefferson M. (2008) Q&A Employment Law, Oxford: Oxford University

Press 3. Nairs J. (2008) Employment Law for Business Students, 3rd ed., Essex: Pearson Education Ltd. 4. Sargeant, M. & Lewis, D. (2008) Employment Law, 4th ed., Essex: Pearson Education Ltd.

ASSIGNMENT

Explain and critically evaluate the contribution HR Managers make to the challenges imposed by having an increasingly a diverse workforce. Your work should concentrate on the HR Managers role and the challenges and you may place your analysis in an international context or a national context of your choice.

Guide length: 2,500 words This assignment is worth 100% of the Module Mark.

Marking Criteria

1. Evidence of background reading and research 25% 2. Use and application of academic theories, models, etc. 25% 3. Depth and scope of discussion 40% 4. Essay or Report structure and presentation 10%




9. HUMAN RESOURCE MANAGEMENT PROJECT


TERM 2

Human Resource Management Project


A. MODULE SUMMARY

Modul e Code and Title: Human Resource Management Project



Assessments: 500 word Project Proposal 2,500 word Project Assignment (100%)

Teaching Methods: Supervision

Pre-requisites: HRM Core Co-requisites: None

Taught in the medium of

Welsh:


Number of



Syllabus: This module requires students to undertake a substantial piece of

project work that will blend rigorous academic understanding of HRM topics and issues with self-reflection, contemporary HR and management practice and detailed case study of a particular organisation (which may be an organisation with which the student has gained professional experience).


• demonstrate a rigorous understanding of the academic literature available by researching a specific HR issue.

• show the ability to summarise pertinent literature coherently.

• have knowledge of, and the ability to present in an intelligible and appropriate manner, supporting case material, documentary and statistical evidence confirming an academic or practical argument.


skills:

Development and application of: • Comprehension • Application • Analytical skills • Synthesising skills



B. THE PROJECT

ASSESSMENT 1

The Project Proposal

To be submitted for assessment and approval in week two of the Module. The proposal must include the following sections:

� Title � Aim of Project � Objectives � Methodology � Timetable of work

Detailed work should not commence on the project until the proposal has been approved, however students should commerce any relevant literature and data searches as soon as possible

ASSESSMENT 2

The Project

The project is intended for those with an applied i nterest in Human Resource Management. It should form the focus of an in depth investigation of a particular HR issue or problem in people or organisational management. This should not invol ve primary research such as interviews or questionnaires etc. It should be a critical examina tion of a specific issue based on existing data and information, and your own observation of one co mpany/organisation /commercial institution or aspect of that organisation.

Students should be able to demonstrate the ability to apply knowledge and skills gained from the HR modules together with an understanding of the wider context of that knowledge. Through their project work, they will show:

� A rigorous understanding of the academic literature available by researching a subject area of their choice; and the ability to summarise that literature coherently;

� The ability to present in an intelligible and appropriate manner, supporting case material such as documentary and statistical evidence confirming an academic or practical argument;

� A critical awareness of their own professional experience in the context of the issue/topic being addressed in the light of an understanding of knowledge and theory gained from the marketing modules of the programme;

Marking Criteria

1. Evidence of background reading and research 20% 2. Depth and scope of analysis and examples 40% 3. Relevant application of academic theories, models etc. 30% 4. Structure, clarity, proofing and professional presentation 10%




C. REFERENCES

Main Recommended Texts

1. Derek Torrington, Laura Hall & Steven Taylor, (2007), Human Resource Management, 7th ed. FT Prentice Hall

2. Linda Maund (2005) An introduction to human resource management: theory and practice, Palgrave.

3. John Bratton and Jeffrey Gold (2003) Human Resource Management, Palgrave 3rd.

4. Laura Hall & Derek Torrington, (1998), The Human Resource Function The Dynamics of Change And Development, FT Prentice Hall

5. Mick Marchington and Adrian Wilkinson (2005) Human Resource Management at Work, CIPD

6. Charlotte Rayner and Derek Adam-Smith (2005) Managing and Leading People, CIPD

7. Charles R. Greer, (2001), Strategic Human Resource Management, A General Managerial Perspective, FT Prentice Hall

8. Marjorie Corbridge & Stephen Pilbeam, (1998), Employment Resourcing, FT Prentice Hall

9. Jim Stewart, (1999), Employee Development Practice, FT Prentice Hall

10. Kenneth N Wexley & Gary P Latham, (2001) Developing and Training Human Resources in Organisations, FT Prentice Hall

11. Richard Thorpe & Gilian Homan, (2000), Strategic Reward Systems, FT Prentice Hall.. Extended Reading Lists

In addition to Professional Journals and Web based resources, students are directed to the following selected reference works.

The Context and Nature of HRM 1. Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a

Comprehensive Guide to Theory and Practice. 2. John Bratton & Jeffrey Gold (3rd edn., 2003) Human Resource Management Theory and

Practice, 3. Karen Legge, “HRM: rhetoric, reality and hidden agendas” in: John Storey (ed.) (1995) Human

Resource Management: a Critical Text. 4. Mike Noon & Paul Blyton (2nd edn., 2002) The Realities of Work, Chapter 2 ‘The changing

context of work’ and Chapter 3 ‘The meaning of work’. 5. Tom Redman and Adrian Wilkinson (2001) ‘In Search of Human Resource Management’, in:

Redman T and Wilkinson A (eds.) (2001) Contemporary Human Resource Management: Text and Cases.

6. Brian Towers (2003) ‘The Changing Employment Relationship’, in: Towers B (ed.) (4th edn., 2003) The Handbook of Employment Relations Law and Practice.

Recruitment and Selection

1. John Bratton & Jeffrey Gold (3rd edn., 2003) Human Resource Management Theory and Practice, Chapters 6 & 7

2. Mick Marchington & Adrian Wilkinson (2000) Core Personnel and Development, Chapter 6

3. Paul Iles & Graeme Salaman “Recruitment, selection and assessment” ” in: John Storey (ed.) (1995) Human Resource Management: a Critical Text.

4. Sue Newell & Viv Shackleton (2000) “Recruitment and Selection” in: Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a Comprehensive Guide to Theory and Practice.



Managing Diversity and Ensuring Fairness

1. Mike Noon & Paul Blyton (2nd edn., 2002) The Realities of Work, Chapter 10 “Unfair discrimination at work”.

2. Helen Pritchard (2003) ‘Discrimination in Employment’ in: Towers B (ed.) (4th edn., 2003) The Handbook of Employment Relations Law and Practice.

3. Linda Dickens “Still Wasting Resources? Equality in Employment” in: Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a Comprehensive Guide to Theory and Practice.

4. Pete Ackers: ‘Employment Ethics’ in: Redman T and Wilkinson A (eds.) (2001) Contemporary Human Resource Management: Text and Cases.

5. Lorbiecki A. & Jack G., (2000) "Critical turns in the Evolution of Diversity Management", British Journal of Management, 11 (Sep)

6. Woodhams C. & Danieli A., (2000), "Disability and Diversity - a Difference too Far?", Personnel Review, 29 (3)

7. Skinner D. (2000) "The Reality of Equal Opportmoduleies - The Expectations and Experiences of Part-time Staff and their Managers", Personnel Review, 28, (5-6).

8. Lee D., (2000), "An Analysis of Workplace Bullying in the UK", Personnel Review, 29 (5)

9. Einarsen S., (1999), "The Nature and Causes of Bullying at Work", International Journal of Manpower, 20 (1-2)

Family-Friendly Policies

1. Lewis S., (1996), The Work-Family Challenge: Rethinking Employment, London: Sage

2. McLee L. et al (2000), "Family Friendly Policies and Practices in the Oil and Gas Industry: Employers' Perspectives", Work, Employment and Society, 14 (3)

3. Crompton R. & Birkelund GE (2000), Employment and Caring in British and Norwgian Banking: An Exploration through Individual careers", Work, Employment and Society, 14 (2)

4. Dex S & Joshi H (1999), "Careers and Motherhood: Policies for Compatibility, Cambridge Journal of Economics, 23 (5)

5. Rothausen TJ et al. (1998), "Family-friendly Backlash - Fact or Fiction? The Case of Organizations' On-site Child Care Centres,", Personnel Psychology, 51 (3)

6. Dex S. & Scheibl F., (2001), "Flexible and Family-friendly Working Arrangements in UK-Based SMEs: Business Cases", British Journal of Industrial Relations, 39 (3)

7. Hewitt P. (1993), About Time: The Revolution in Work and Family Life, London: IPPR/Rivers Oram Press

8. Moss P. & Fonda N. (eds), (1980), Work and the Family, London: Temple Smith

9. Brannen J. et al, (1994), Employment and Family Life: A Review of Research in the UK (1980-1994), London: Institute of Education

Health, safety & welfare; sickness and absence

1. John Bratton & Jeffrey Gold (3rd edn., 2003) Human Resource Management Theory and Practice, Chapter 5

2. Stephen Bach “The Working Environment” in: Keith Sissons (ed.) (1994) Personnel Management: a Comprehensive Guide to Theory and practice in Britain.

3. Brenda Barrett (2003) ‘Health and Safety’ in: Towers B (ed.) (4th edn., 2003) The Handbook of Employment Relations Law and Practice.

4. Ian Cunningham & Phil James (2003) ‘Managing Health and Safety’ in: Towers B (ed.) (4th edn., 2003) The Handbook of Employment Relations Law and Practice.

5. Lynette Harris (2003) ‘Managing sickness and absence’ in: Towers B (ed.) (4th edn., 2003) The Handbook of Employment Relations Law and Practice.



Training And Development


2. Mick Marchington & Adrian Wilkinson (1996) Core Personnel and Development, Chapters 8, 9, 10

3. Jeff Hyman “Training and development – the employers’ responsibility?” in: Brian Towers (ed.) (2nd edn., 1996) The Handbook of Human Resource Management

4. David Ashton & Alan Felstead “Training & development” ” in: John Storey (ed.) (1995) Human Resource Management: a Critical Text.

5. Ewart Keep “Towards the learning organisation?’” in: Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a Comprehensive Guide to Theory and Practice.

6. John Storey and William Tate “Management development” in: Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a Comprehensive Guide to Theory and Practice.

7. Jim Stewart ‘Managing training and development’ in: Towers B (ed.) (4th edn., 2003) The Handbook of Employment Relations Law and Practice.

Payment and Reward; Performance management

1. John Bratton & Jeffrey Gold (3rd edn., 2003) Human Resource Management Theory and Practice, Chapters 9 and 8

2. John Story & Keith Sisson (1993) Managing human resources and industrial relations, Chapter 6 “Performance management and performance related pay”

3. Ian Kessler ‘Pay and performance’ in: Towers B (ed.) (4th edn., 2003) The Handbook of Employment Relations Law and Practice.

4. Ian Kessler “Remuneration systems” ” in: Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a Comprehensive Guide to Theory and Practice.

5. Stephen Bach ‘From performance appraisal to performance management’ in Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a Comprehensive Guide to Theory and Practice.

6. Paul Edwards “Discipline; towards trust and self-discipline?’ in: Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a Comprehensive Guide to Theory and Practice.

7. Coates G. (1996), "Performance Appraisal and Women's 'performance' in a Trust Hospital", Health Manpower Management, 22 (5)

8. Redman T. & Mathews BP., (1995), "Do Corporate Turkeys Vote for Christmas: Managers' Attitudes towards Upward Appraisal", Personnel Review, 24 (7)

9. Hind P. & Baruch Y., (1997), "Gender Variations in Perceptions of Performance Appraisal", Women in Management Review, 12 (6)

Legislation and the role of Government

1. Steven Anderman, ‘Overview: the law and the emplopyment relationship’ in: Towers B (ed.) (4th edn., 2003) The Handbook of Employment Relations Law and Practice.

2. Paul Blyton and Peter Turibull (2nd edn., 1998) The Dynamics of Employee Relations, Chapter 6: ‘the Role of the State’

Employment Relations & Collective Bargaining


2. Roger Undy ‘Trade unions and the employment relationship’ in: Towers B (ed.) (4th edn., 2003) The Handbook of Employment Relations Law and Practice.



3. Nick Bacon ‘Employee Relations’ in: Redman T and Wilkinson A (eds.) (2001) Contemporary Human Resource Management: Text and Cases.

4. John Story & Keith Sisson (1993) Managing human resources and industrial relations, Chapter 9 “Managing with trade unions”

5. Paul Blyton & Peter Turnbull (2nd edn., 1998) The Dynamics of Employee Relations

6. Stephanie Tailby and David Winchester “Management and Trade Unions: Towards Social Partnership” in: Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a Comprehensive Guide to Theory and Practice.

Employee involvement


2. Harvie Ramsay. “Involvement, empowerment and commitment” in: Brian Towers (ed.) (2nd ed., 1996) The Handbook of Human Resource Management

3. Mick Marchington and Adrian Wilkinson “Direct participation” ” in: Stephen Bach and Keith Sisson (eds.) (3rd edn., 2000), Personnel Management: a Comprehensive Guide to Theory and Practice.

mba t2 hrm course handbook june 10

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