Assignment Handling ServicesDivision of Information Services.docx

Assignment Handling Services
Division of Information Services
Nathan Campus
GRIFFITH UNIVERSITY QLD 4111
ASSIGNMENT
COVER SHEET
Please complete all sections below
Course Code: 1001EHR
Course Name: Employment Relations
Due Date: 3/09/14
Assessment Item #: 2
Enrolment:
Off Campus
FORMCHECKBOX
On Campus
FORMCHECKBOX
Campus (Enrolled)
Nathan FORMCHECKBOX
GC FORMCHECKBOX
Logan FORMCHECKBOX
Mt G FORMCHECKBOX
SB FORMCHECKBOX

Course Tutor: Tony Stronge
Course Convenor: Amie Southcombe
Please provide your STUDENT NUMBER: 2966274
Student Name: Ibrohim Soliev
ACADEMIC INTEGRITY DECLARATION
Breaches of academic integrity (cheating, plagiarism,
falsification of data, collusion) seriously compromise student
learning, as well as the University’s assessment of the
effectiveness of that learning and the academic quality of the
University’s awards. All breaches of academic integrity are
taken seriously and could result in penalties including failure in
the course and exclusion from the University.
Students should be aware that the University uses text-matching
software to safeguard the quality of student learning and that
your assignment will be checked using this software.
I acknowledge and agree that the examiner of this assessment
item may, for the purpose of marking this assessment item:
FORMCHECKBOX
reproduce this assessment item and provide a copy to another
Griffith staff member; and/
FORMCHECKBOX
submit this assessment item to a text-matching service. This
web-based service will retain a copy of this assessment item for
checking the work of other students, but will not reproduce it in
any form.
Examiners will only award marks for work within this
assignment that is your own original work.

I, hereby certify that:
FORMCHECKBOX
except where I have indicated, this assignment is my own work,
based on my personal study and/or research.
FORMCHECKBOX
I have acknowledged all materials and sources used in the
preparation of this assignment whether they be books, articles,
reports, lecture notes, or any other kind of document or personal
communication.
FORMCHECKBOX
I have not colluded with another student or person in the
production of this assessment item unless group work and
collaboration is an expectation of the assessment item.
FORMCHECKBOX
this assignment has not been submitted for assessment in any
other course at Griifith, or at any other University or at any
other time in the same course without the permission of the
relevant Course Convenor.
FORMCHECKBOX
I have not copied in part or in whole or otherwise plagiarised
the work of other students and/or other persons.
FORMCHECKBOX
I haven’t made this piece of work available to another student
without the permission of the Course Convenor.
Providing this declaration falsely is considered a breach of
academic integrity.
I have retained a copy of this assessment item for my own

records.
Acknowledged by: Ibrohim Soliev
Date:3/09/14
(Signature)
Where the item is submitted electronically Clicking “I Agree”
constitutes an electronic signature for the purpose of assignment
declaration compliance.
STUDENT CONSENT
(to be completed by the student before their essay, assignment
or other work is uploaded to an internal/online learning
University website or used for the purpose of moderation (not to
be used if there is to be public access to the work)
At Griffith the use of assessment exemplars by academic staff is
encouraged to inform students’ understanding of the
performance standards associated with learning and
achievement in the course. An assessment exemplar is an
authentic example, actual sample or excerpt, of student work
that has been annotated to illustrate the ways in which it
demonstrates learning, achievement and quality in relation to
the intended learning outcomes (including graduate outcomes)
for the course. Assessment exemplars may be made available in
a range of ways. In order to collect assessment exemplars
students are asked to consent, on every assessment item
submitted, for their work, without disclosure of the
contributor’s identity, to be used, and reproduced as an
assessment exemplar for standard setting and moderation
activities.
I acknowledge that for the purpose of standard setting and
moderation activities the examiner of this assessment item may
wish to store, reproduce, annotate, and communicate my work to
others, including future students, without disclosure of my

identity.
FORMCHECKBOX
I consent to my Work,
Essay Plan
without disclosure of my personal details, being stored,
reproduced annotated and communicated within the University’s
secure online learning environment.
FORMCHECKBOX
I do not consent to my Work,
Essay Plan
being stored, reproduced annotated and communicated within
the University’s secure online learning environment.
Acknowledged by: Ibrohim Soliev
Date:3/09/14
(insert name here)
Where the item is submitted electronically Clicking “I Agree”
constitutes an electronic signature for the purpose of assignment
declaration compliance.
Extension Requests:
Assessment Item Number:
Due Date:
Extension Granted: FORMCHECKBOX
YES FORMCHECKBOX
NO
Amended Due Date:
Extension Approval Number:

Extension Approved by:
Approval Date:
Examiner’s Use Only:
Tick Where Appropriate:
Name:
Submitted late without extension – returned to student to
seek extension /special assessment.
Mark Given:
Suspected plagiarism: referred to the Course Convenor.
Second Examiner:
Returned to student to be resubmitted by:
(if required)
(date) for the following reasons:
Mark Given: FORMTEXT
Examiner’s Comments:
ESSAY PLAN
Name & S number
Ibrohim Soliev s2966274
TOTAL / 10

Essay Question:
Managers' encouragement of employee voice can lift well-being
and productivity. Discuss.
Introduction: employee participation in any organization is a
significant part of ensuring organizational productivity.
Managers strive to ensure that they provide the best working
condition for the employees through motivational strategies.
Thomas and Feldman (2012, p. 216) describe employee voice as
the expressing change-oriented ideas and suggestions. There are
conflicting arguments about the relationship between employee
voice encouragement and well-being and productivity.
Employee engagement in organizational decision-making refers
to the cognitive, emotional, and behavioral energy that the
employees direct towards the positive organizational outcomes
(Shuck & Reio Jr., 2013, p. 43). Encouraging employee voice
encourages these energies in developing employee well-being,
thereby enhancing individual and organizational productivity.
Key ideas to introduce the essay
Employee participation, organizational and individual
productivity, employee voice, well-being, decision making, and
cognitive, emotional, and behavioural energies
State main argument
Managers’ encouragement of employee voice consequently
encourages employee engagement in the decision-making
processes within the organization through motivating the
cognitive, emotional, and behavioural energies aimed at
developing employee well-being and individual and
organizational productivity.
Body:
Main points that agree – 2-3 main points that you have collected

from your research to date. Each point should be accompanied
by one in-text reference.
1. Encouraging employee voice in decision-making improves
their flexible, creative and critical thinking processes.
According to the broaden-and-build theory, positive emotions
increase available affective and cognitive resources, allowing
expansion of human capital (Shuck & Reio Jr., 2013, p. 44).
Research indicates that employees who experience negative
psychological climates at work are more likely to report higher
levels of depersonalization and exhaustion (Shuck & Reio Jr.,
2013, p. 44), which in turn reduces their productivity.
2. Employee voice encouragement is associated with job
satisfaction. Well-being has been associated with performance,
presenteeism, and low turnover (Clarke, M. A. & Hill, S. R.
(2012, p. 702).
3. Employee voice encourages proper relationships between
well-being and workplace accomplishments. Employee voice
shapes the workplace theories that the employees consider to
encourage professional development. Employee voice
management encourages socially responsible organizational
cultures, which care about employee well-being and
organizational productivity (Boyd, & Gessner, 2013, p. 260).
Main points that disagree – 2-3 main points that you have
collected from your research to date. Each point should be
accompanied by one in-text reference.
1. Employees do not support rigorous work processes.
Encouraging employee voice in an organization results in
underperformance, which reduces productivity (Thomas and
Feldman, 2012, p. 219) since high performance systems at times
require strict managerial decisions (Menezes, L. M. & Wood, S.

(2011, p. 1591).
2. Employees often have divergent views on decisions made in
the organization. Encouraging employee voice in an
organization might not result in the general well-being as some
employees might differ in opinion. When the minority is
neglected in the decision-making process, this population
suffers from encouraging employee voice (Clarke, M. A. & Hill,
S. R. (2012, p. 705).
3. The social exchange theory asserts that motivated employees
provide constructive change oriented suggestions, which if
ignored, might lead to laxity as employees will be seeking to
suggest changes that are geared towards relieving them of much
responsibilities (Thomas and Feldman, 2012, p. 219)
Conclusion: The main function of the human resource
management department of an organization is to ensure that the
employees are satisfied with the working environment so that
they can actively contribute to organizational productivity.
Encouraging employees’ participation in decision-making
processes through employee voice both increases and
discourages well-being and responsibility. It is important to
ensure that the management practices aimed at encouraging
employee voice strives to strike a balance between workplace
development and job satisfaction to ensure that the employees
actively make suggestions that increase their productivity.
Key points made
· Employee voice relates to decision-making process
· Managers should encourage employee voice
· Mangers should also regulate employee voice
· The success of encouragement of employee voice depends of
the organization’s system

· Minorities should be considered in employee voice
· Employee voice encourages the critical thinking processes
References:
Boyd, N., & Gessner, B. (2013). Human Resource Performance
Metrics: Methods and Processes that Demonstrate you Care.
Cross Cultural Management, 20(2), 251-273.
doi:10.1108/13527601311313508
Clarke, M. A. & Hill, S. R. (2012). Promoting Employee
Wellbeing and Quality Service Outcomes: The Role of HRM
Practices. Journal of Management & Organization, 18(5), 702-
713.
Feldman, C. D., & Thomas, W. H., (2012). Employee Voice
Behavior: A Meta‐analytic Test of the Conservation of
Resources Framework. Journal of Organizational Behavior, 33,
216–234
Menezes, L. M. & Wood, S. (2011). High Involvement
Management, High-performance Work Systems and Well-being.
The International Journal of Human Resource Management,
22(7), 1586-1610. doi:10.1080/09585192.2011.561967
Reio, T. G., & Shuck, B. (2014). Employee Engagement and
Well-being: a Moderation Model and Implications for Practice.
Journal of Leadership & Organizational Studies, 21(1), 43-58.
doi:10.1177/1548051813494240
DATE RECEIVED:
Postmark:

Griffith University collects, stores and uses personal
information for administrative purposes only. The information
collected is confidential and will not be disclosed to third
parties without your consent, except to meet government, legal
or other regulatory requirements. For further information
consult the University’s Privacy Plan at
http://www.griffith.edu.au/privacy-plan.
Updated: December 2013
Profile Essay
ENGL 1010
F2014
This assignment will give you practice in composing a
descriptive and informative essay about a particular person or
place.
In an essay of approximately 600 to 800 words, compose a
profile (or character sketch) of the individual that you have
selected.
The purpose of this essay is to convey--through close
observation and factual investigation--the distinct qualities of
an individual or a place.
Suggested Readings
Chapter 16: “Profiles”
Remember: “A profile presents a subject in an entertaining way
that conveys its significance, showing us something or someone
that we may not have known existed or that we see every day
but don’t know much about” (191).
Key Features
1. An interesting subject (already chosen).
2. Any necessary background/context.
3. An interesting angle.
4. A firsthand account.

5. Engaging details.
To generate ideas:
1. Visit your subject (not literally, but use technology to your
advantage).
2. Do additional research.
3. Analyze your findings.
4. Come up with an angle.
5. Note details that support your angle.
6. Decide how to organize the profile.
Composing Strategies
Getting Started. One way to prepare for this assignment is to
read some engaging background (context) information about the
topic. You can use: media (interviews, television, online),
books, databases, encyclopedia, etc. But, you may NOT use
Wikipedia.
Subject. Your task is to bring out what's interesting about your
subject--no matter how ordinary (or extraordinary) this
individual/place may at first appear.
Drafting. Your first rough draft may simply be a word-
processed transcript of your research. Your next step will be to
supplement the information with descriptive and informative
details based on your observations and research.
Revising. In moving from transcripts to profile, you face the
task of how to focus your approach to the subject. Don't try to
provide a life story in 600-800 words: attend to key details,
incidents, experiences. But be prepared to let your readers know
what your subject looks like and sounds like. The essay should
be built on direct quotations from your research as well as
factual observations and other informative details.
Editing. In addition to the usual strategies that you follow when
editing, examine all the direct quotations in your profile to see
if any could be shortened without sacrificing significant
information. By eliminating one sentence from a three-sentence
quotation, for instance, your readers may find it easier to
recognize the key point that you want to get across. In the end,
you will have a Workshop (exact date listed on schedule) the

class period before the final draft is due.
Extra Credit (required if you missed your workshop for essay
one)
Self-Evaluation
Following your essay, provide a brief self-evaluation (must be
typed) by responding as specifically as you can to these four
questions:
1. What part of writing this profile took the most time?
2. What is the most significant difference between your first
draft and this final version?
3. What do you think is the best part of your profile, and why?
4. What part of this essay could still be improved?
The essay topic is:
· A few points to note about the Essay Plan and Essay.
1. This is an argumentative Essay and therefore need to discuss
both sides of the argument.
2. You are not limited in the arguments you make, but they need
to be reinforced with the literature. If you are unsure on how to
do this, tallk to your tutor and/or attend one of the Academic
Skills Workshop http://www.griffith.edu.au/library/workshops-
training/workshops.
3. There are minimum requirements for the amount of refereed
journal articles required both the Essay Plan (5) and Essay (8).
Refer to the marking rubric in the Course Handbook for
information. These must be refereed journal articles. Textbooks
and other sources should be in addition to this minimum
requirement. You need to ensure that you have satisfied the
minimum requirement to pass these assessment pieces.
4. Refereed sources should be 'current' and 'contemporary',
which means they have been published in the last 10 years. You
can add to your argument by using older articles, however,

these should be in addition to the minimum requirement.
5. Referencing can be APA 6 or APGS Harvard. Either style is
fine, as long as it consistent.
If you have any other question, please contact your tutor in the
first instance.
We wish you success in your Essay Plan and Essay preparation.
· Listed below are some possible arguments (formulated by Prof
Brad Bowden - 1001EHR GC Lecturer) that you could use for
the Essay topic 'managers' encouragement of employee voice
can lift well-being and productivity'. Please note, that you are
not limited to the arguments listed below and you should form
your argument based on your search of the literature.
1. That there is a positive relationship between the three, and
that increased employee voice and/or trade union representation
leads to increased well-being and because this goes up so too
does productivity. There is a lot of research in support of this
view, the most famous being Freeman and Medoff's 1984 book,
What do Unions do?
2. That there is a negative relationship, because increased
employee voice / trade union representation leads to more
inflexible workplaces and lower productivity, and lower
productivity leads to less efficient firms and, in the end, lower
well-being. The major advocate of this in Australia is the
Commonwealth Productivity Commission.
3. That employee voice / union representation leads to lower
well-being but higher productivity.

4. That employee voice / union representation leads to higher
well-being but has no clear effect on productivity.
If you need further advise on formulating the Essay argument,
please consult your tutor in the first instance.
Thank you.
Course Handbook
Semester 2, 2014
employment Relations
1001EHR
Griffith Business School
Department of Employment Relations and
Human Resource Management
If you have queries or questions, please follow the procedure
below.
1. Read this Course Handbook carefully.
2. Check the Employment Relations [email protected] course
site.
3. Speak to your tutor during your tutorial and/or collaboration
sessions.

4. At other times, email your Tutor. Contact details at the
[email protected] course site under the ‘Staff Information’ tab.
5. If all else fails, email your Head Tutor and/or the Course
Convenor on your campus. Contact details at the
[email protected] course site under the ‘Staff Information’ tab.
How to email your Tutor/Lecturer
This is a very large class and it will greatly help your
tutor/lecturer if you:
1. Email from a Griffith account so that we receive it. Often
other emails go to our spam folder!
2. Identify which campus, tutorial you attend and the name of
your tutor.
3. Put the course code (1001EHR) and the reason for emailing
into the subject line. This way, if it is time-sensitive, we can
respond quickly.
4. Be professional, short and to the point in your message.
1001EHR Employment Relations
25
Contents
Introduction to the course 2
Learning Outcomes 3
Text books & other learning resources 3
Staff Details 4
course organisation 5
course SCHEDULE 6
Assessments 7

ACADEMIC INTEGRITY & PREVENTING ACADEMIC
MISCONDUCT 8
ASSESSMENT TASKS
9
TUTORIAL/COLLABORATION SESSION ACTIVITES
19
Appendix A: 1001EHR Students Success Checklist
41
Introduction to the Course
"...workplace dynamics are no less complicated or unexpectedly
intense than family relations..." - Alain de
Botton[footnoteRef:1] [1: De Botton, A 2009, The Pleasures
and Sorrows of Work, Penguin Books, London, p. 246]
Whether you are currently working or have never worked in
paid employment, work is a prominent aspect of our daily lives.
It orders the way we spend our days, impacts on family and
other social relationships, influences economic prosperity or
poverty, and often gives meaning to our lives.

Employment Relations is designed to take a closer look at the
employment relationship, which defines our experiences at
work. This relationship can be as complex and intense as our
other social relationships. In Australia, this relationship has
been influenced by everything from religion to violent strikes,
Marxism’s and capitalism’s advocates, politicians and countless
workers, employers and economists.
Employment Relations brings together the study of Industrial
Relations and Human Resource Management (HRM) in an
integrated manner. Drawing on multiple disciplines including
economics, law, management, history, psychology, political
science and gender studies, 1001EHR will begin with an
examination of the nature and organisation of work in modern
society, before explaining the unique features of the
employment relationship. We will identify the key actors in this
relationship – employees, trade unions, employers and their
collective associations, as well as the State – and how their
differing interests shape the dynamics of this relationship. This
will help to develop an understanding of the social, economic
and legal framework of employment relations. In the second
half of the course, we will focus our attention at the micro level
of the firm and examine management approaches and key
theoretical principles underpinning the functions of HRM. This
will help to develop an understanding of issues relating to the
design of systems for the management of people and the
imperative of social responsibility.
Learning outcomes
After successfully completing this course you should be able to:
1. Understand the role of employees and employers (and their
representatives) and the role of government in employment
relations.

2. Explain the key processes in managing people at work.
3. Appreciate the role of conflict and cooperation in the
workplace, and how forms of conflict can be resolved at work.
4. Make connections between the modules of the course and
their relevance personally and professionally.
5. Demonstrate critical thinking and problem-solving behaviour
in their studies
6. Communicate effectively with others.
7. Understand the role and application of employee and
employer representative, the Australian government,
occupational health and safety, diversity, negotiation staffing,
learning and development, performance management and reward
management in a domestic and international environment.
TEXT BOOKS & OTHER LEARNING RESOURCES
Required:
Course Handbook (available at the [email protected] course
site).
Recommended:
Loudoun, R, McPhail R, & Wilkinson, A 2009, Introduction to
Employment Relations, 2nd Ed,
Pearson Australia, Frenchs Forest. (ISBN 9781442525481).
Summers, J, & Smith, B 2010 or 2014, Communication Skills
Handbook, 4th or 5th Ed. John
Wiley and Sons, Milton. (ISBN 9781118646014).
Study Smart Resources (http://app.griffith.edu.au/study-smart
(available at the [email protected] course site).
The [email protected] website provides access to course tools
for course content, tutorial/collaboration sessions, assessment

details and an electronic announcement board advising of
current course activities. This will be our primary mode of out
of class communication and learning. Check it every week.
Staff Details
LOGAN CONVENOR
Dr Alan Burton Jones
Office: N50_1.06 Ph: 07 325 51772
Office hours: Mondays. Please email [email protected] for an
appointment
GOLD COAST and NATHAN CONVENOR
Dr Amie Southcombe
Gold Coast
Office: G42_5.49 Ph: 555 28760
Office Hours: Mondays. Please email [email protected] for an
appointment
Nathan
Office: N50_1.06 Ph: 373 53800
Office Hours: Tuesdays. Please email [email protected] for an
appointment
Gold Coast Head Tutor
Ms Catherine Longworth
Head Tutor
Office: G06_1.14A Ph: 555 29152
Office Hours: Mondays. Please email [email protected] for an
appointment.
Nathan Head Tutor
Mrs Kathryn Moura
Head Tutor
Office: N50_1.06 Ph: 373 53800
Office Hours: Tuesdays. Please email [email protected] for an

appointment.
Student Success Advisors
Anne Eastgate (Gold Coast/Logan)
Office: G42_4.07 Ph: 555 28495
[email protected]
Pam Rayner (Gold Coast/Logan)
Office: G42_4.05 Ph: 555 28343
[email protected]
Martin Soden (Nathan)
Office: N63_0.14 Ph: 373 54832
[email protected]
IT Support – 373 55555
Tutor Contact details at the [email protected] course site under
the ‘Staff Information’ tab
course organisation
This course is offered across three campuses (Gold Coast,
Nathan and Logan), in both ‘face-to-face’ and ‘on-line’ mode.
Lectures:
There is a 2 hour lecture each week (see next page for
schedule). Students enrolled at Gold Coast, Nathan or Logan are
expected to attended the lecture each week. Students enrolled
on-line can listen to the recorded lecture information (mini
lectures and lecture recordings).

Copies of lecture notes will be posted on [email protected] at
least 24 hours before each session.
The lecture schedule and subsequent readings are outlined
below.
Tutorials:
There is a 1 hour tutorial/collaboration session each week.
Students enrolled at Gold Coast, Nathan or Logan are expected
to attend their enrolled tutorial each week. Students enrolled
on-line are expected to attend an on-line collaboration session
each week.
The tutorial schedule and subsequent exercises are outlined
below.
Each week, the lecturer will introduce the learning objectives,
the key ideas and issues for each topic. Some weeks, the
lecturer will provide advice on assessment, guidelines for study,
and other matters, so it is important to attend (listen in).

course Schedule
Please note that optional supplementary reading will be
uploaded onto [email protected] each week
Week/Date
Topics
Digitised Readings
People at Work
1
28 July
Introduction to Course;
Introduction to Employment RelationsCourse Handbook;Bray,
Waring and Cooper 2009, Chapter 1
2
4 Aug
The Changing Nature of Work and Employment
Loudoun et al 2009,
Chapter 2;
3
11 Aug
Employee Representation and Participation
Allan, McPhail and Wilkinson 2008
Chapter 3;
4
18 Aug
Employer Strategy and Employer Representation
(On-line Quiz 1)
Allan, McPhail and Wilkinson 2008

Chapter 3;
Employment Regulation
5
25 Aug
The Role of the State and Agreement Making
Bray, Cooper, Waring and MacNeil 2014,
Chapter 5
6
1 Sep
Occupational Health and Safety
(Essay Plan Due On-line Submission)
Sappey, Burgess, Lyons and Buultjens 2009, Chapter 13
7
8 Sep
Equity and Diversity
Sappey, Burgess, Lyons and Buultjens 2006 Chapter 3
Human Resource Management
8
15 Sep
Negotiation and Career Focus
(On-line Quiz 2)
Robbins and Judge 2010, Chapter 13

9
22 Sep
Staffing
(Essay Due On-line submission)
Hartel and Fujimoto 2010, Chapter 8
Mid-Semester Break Sep 29 – Oct 3
10
6 Oct
Learning & Development
Nankervis, Compton, Baird and Coffey 2011, Chapter 8
11
13 Oct
Performance Management
(Career Focus Activity Due On-line submission)
Stone 2011,
Chapter 8
12
20 Oct
Reward Management
Collings and Wood 2009, Chapter 12
13
27 Oct
Course Review

Assessments
In order to pass the course, all MAJOR assessment items must
be attempted.
Major Assessment Items include; Essay 25% and Exam 35%.
Please note: Even if you are sitting on a 50% before going into
the End of Semester Exam – you MUST sit and make a
reasonable attempt at the final exam in order to pass the course.
How to Submit Your Assessment Tasks
1. Submission of all assessments will be online.
2. All assessment items are to be submitted with a University
Assessment Coversheet unless advised otherwise by the Course
Convenor. Students are responsible for ensuring they complete
all sections of the Cover Sheet and that they have agreed to the
Academic Integrity Declaration.
In addition the Cover Sheet asks students to indicate whether
they agree or do not agree to their work, without disclosure of
the contributor's identity, to be used, and reproduced as an
assessment exemplar for standard setting and moderation
activities. Students have the right to deny this request.
3. Assessment items submitted without a cover sheet will not be
marked by an examiner until a cover sheet is provided, unless
advised otherwise by the Course Convenor.
4. Students are expected to retain copies of all assessment items
submitted until a final grade for the unit has been awarded.
Creating a backup of all your computer files is highly
recommended.
5. Students must name files using the following format: student
name_student number _tutor name (e.g. Smith_S123456_Tutor
M Jones).

6. Assignments received by email or fax, will NOT be accepted.
7. Assessments will be checked by the University's text
matching software.
8. Citation and referencing format should conform to the GBS
guidelines both in the body of your paper and its attached
reference section. Please check with your convenor to confirm
the required style (i.e. APA (American Psychological
Association) or Harvard) and refer to the online. Referencing
tool for correct referencing format.
Late Submissions
All items submitted after the due date must have a prior-
approved extension from your tutor. Tutors may approve
extensions of up to one week in case of unforeseen medical
circumstances or on compassionate grounds. You must request
an extension in writing well before (as far as is practicable) the
due date. Remember to attach the necessary documentation,
such as a doctor’s certificate.
If you require an extension longer than one week you must
submit your request and documentation in writing to the Head
Tutor. Contact details are at the [email protected] course site.
Be proactive as failure to complete assessment can affect your
final grades. It is expected that students commence assessment
activities well in advance, not leave them until the last minute,
to cater for unexpected events. Please refer to the University’s
Assessment Policy
(http://www62.gu.edu.au/policylibrary.nsf/azcategory/65e95921
348eb64c4a256bdd0062f3b0?opendocument) for clarification.
Penalties for Late submission
An assessment item submitted after the due date, without an
approved extension will be penalised. The standard penalty is a

reduction of the mark allocated to the assessment item by 10%,
for each day or part day that the item is late. Weekends count as
one day in determining the penalty. Assessment items submitted
more than five days after the due date without an approved
extension are awarded zero marks.
feedback of Assessments:
Assessment feedback will normally be provided to students
within two weeks of submission (up to three weeks for major
assessment pieces). If you require additional feedback you need
to contact your tutor in the first instance.
aCADemic integrity & Preventing Academic misconduct
“Academic integrity refers to honesty and trust in all aspects of
academic work. It includes the way students and staff write
assignments and papers, conduct themselves during
examinations, and behave as researchers.
Whether your future career lies in academic institutions, in an
independent professional role or in industry, government or
community-based organisations, the people you interact with
will respect the honesty and trustworthiness demonstrated in
your professional life.
In universities, academic integrity is important because, without
honesty and trust, true academic discourse becomes impossible,
learning is distorted and the evaluation of student progress and
academic quality is seriously compromised.”
Source: Griffith University, Academic Integrity, available at:
http://www.griffith.edu.au/academic-integrity
We have provided numerous links for you on [email protected]
so that you can educate yourself about academic integrity issues
including plagiarism. Please note that academic misconduct in

this course can result in the awarding of zero marks for that
assignment and/or the entire course. The teaching team in this
course believes that prevention and education is much better
than applying penalties. This is why we ask that you submit
your assignment draft via out text matching software, so you
can check for any issues before submitting the final version.
Please do utilise the self-help resources made available to you if
you are uncertain as to what constitutes academic misconduct.
Assessment Tasks
The table below summarises how your progress in this course
will be measured. Details of each task are given after the table.
Item
Assessment Task
Length
Weighting
Total Marks
Relevant Learning Outcomes
Due Day and Time
1.
On-line Quizzes
2 quizzes (10 marks each)
20%
20
1-5
Weeks
(4 & 8)
On-line
2.
Essay Plan
500 words (+ or – 10%)
10%

10
1-5
Week 6 (Wed 5pm)
On-line Submission
3.
Essay
1200 words (+ or – 10%)
25%
25
1-5
Week 9 (Wed 5pm)
On-line Submission
4.
Career Focus
N/A
10%
10
1-5
Week 11 (Wed 5pm)
On-line Submission
5.
End of Semester Exam
2 hours
35%
35
1-5
End of Semester Exam Period
Assessment Task Details
1. ON-LINE QUIZZES
Assessment 1: requires students to complete two on-line quizzes
(week 4 and 8). Week 4 quiz will test knowledge of weeks 1-3

inclusive and week 8 will test knowledge of weeks 4-7
inclusive. Each quiz will consist of 20 questions (multiple
choice and/or true/false) and are worth 0.5 marks each. The
quizzes will be completed on-line and you will have one week
(9am Monday to midnight Sunday) to complete each quiz.
See Assessment tab at the 1001EHR course site at
[email protected] for further information.
2. ESSAY PLAN
Assessment Task 2: requires students to complete a 500 word
plan of your Essay. The aim of this assessment task is to
provide you with an opportunity to plan your essay.
Essay Topic:
See Assessment page on the 1001EHR course site at
[email protected] for further information.
ESSAY PLAN
Name & S number
TOTAL / 10
Essay Question:
Introduction:
Key ideas to introduce the essay
State main argument

Body:
Main points that agree – 2-3 main points that you have collected
from your research to date. Each point should be accompanied
by one in-text reference.
1.
2.
3.
Main points that disagree – 2-3 main points that you have
collected from your research to date. Each point should be
accompanied by one in-text reference.
1.
2.
3.
Conclusion:
Key points made

1001EHR – Marking Criteria for Essay Plan
Criteria
Excellent
(85-100%)
Very Good
(75-84%)
Good
(65-74%)
Satisfactory
(50-64%)
Unsatisfactory
(0-49%)
Introduction and statement of argument/stance (1 mark)
Clear and concise statement of the argument/stance providing a
clear, strong statement of the author's position on the topic.
Clear statement of the argument providing a clear, strong
statement of the author's position on the topic.
Some attempt has been made to present an argument but does
not make the author's position clear.
Attempts have been made to state the argument, however,
further clarification is needed.
No clear introduction to the essay plan and no clear position
statement.
List of main points and supporting arguments (6 marks)
Excellent and comprehensive list of main points/arguments. All
points are succinctly related to the Essay question and each
point/argument is well-supported.
Very good list of main points/ arguments. All points are
succinctly related to the Essay question and most
points/arguments are well-supported.

Adequate list of main points/arguments. Most points are related
to the Essay question. However, need to ensure that each
point/argument made is supported.
Basic list of main points/arguments made. Not all points are
directly linked to the Essay question. More needed to show
support for the points/arguments.
Incomplete list of main points/arguments made. Points do not
relate to the Essay questions. No attempt has been made to
support the main points.
Literature Support for the argument/stance (2 marks)
Utilises more than 5 refereed journals sources. All are current
and appropriate sources that support the analysis.
Utilises more than 5 refereed journal sources. Most are current
and appropriate sources which support the analysis.
Utilises more than 5 refereed journal sources. Some are current
Utilises 5 refereed journal sources. More quality sources are
needed to strengthen and support the analysis.
Does not utilise 5 refereed journal sources. Quality sources are
Presentation and mechanics (1 mark)
Quality of writing at a very high standard (i.e., spelling,
grammar, readability, clarity of ideas).
Quality of writing is of a high standard (i.e., spelling, grammar,
readability, clarity of ideas).
Quality of writing is of a good standard (i.e., spelling, grammar,
readability, clarity of ideas).
Quality of writing is of a low standard. Improvement is needed.
Quality of writing is at a very poor standard. Improvement is
needed.
Presentation Mark out of 10 =
Comments:

3. ESSAY
Assessment Task 3: Employment Relations Essay requires you
to write a 1200 word essay. The objective of the essay is to
allow you to demonstrate your ability to draw on appropriate
literature, to think and argue critically and analytically and to
present your ideas in a logical and coherent manner in
answering the essay question.
See Assessment page on the 1001EHR course site at
[email protected]
Essay Topic:
As you will discover, there are diverging and often conflicting
viewpoints discussed in this course. This assessment item is
designed to develop your research skills and get you thinking
critically about the topic. It will allow you to present your own
viewpoint, as well as develop generic skills in writing and
presenting a logical and persuasive argument. Writing an essay
allows you to demonstrate your understanding of the subject
matter by drawing together concepts learned in lectures and
discussed in tutorials, supplemented by research. You are
expected to present an argumentbased on research in response to
the question.
Remember, in an argumentative essay:
· a clear position on the topic is presented;
· the position is supported by information/evidence that
supports that position; that is, your argument is substantiated;
· opposing viewpoints are presented; and,
· a persuasive conclusion is presented.
Specifications
Your Essay should be 1200 words (+/- 10% excluding reference

list) followed by a reference list with a minimum of 8 peer-
reviewed references. Peer-reviewed or Refereed articles are
from academic/scholarly journals that only publish articles that
have passed through a review process. The review process helps
ensure that the published articles reflect solid scholarship in
their fields.
Resources
Resources at [email protected] (1001EHR course site under the
‘assessment tab)
Library Resources including list of relevant journals and books
([email protected] - 1001EHR course site under the ‘Other
Resources’ tab)
1001EHR – Marking Criteria for Individual Essay
Criteria
Excellent
(85-100%)
Very Good
(75-84%)
Good
(65-74%)
Satisfactory
(50-64%)
Unsatisfactory
(0-49%)
Introduction and argument/stance (4 marks in total)
Clearly introduces the topic and provides a clear and detailed
outline of what the essay will cover. Clear and concise
statement of the argument/stance providing a clear, strong
statement of the author's position on the topic.

Clearly introduces the topic and provides a good outline of what
the essay will cover. Clear statement of the argument/stance
providing a clear, strong statement of the author's position on
the topic.
Clearly introduces the topic but provides no outline of what the
essay will cover. Some attempt has been made to present an
argument/stance, but does not make the author's position clear.
Attempts have been made to introduce the topic and some vague
points have been made in regards to the position of the author.
No clear introduction to the essay and no clear position
statement.
Critical analysis (10 marks in total)
Exceptional selection of highly relevant and up-to-date quality
supporting literature. Literature analysis provides excellent
arguments for and against the essay topic. All of the evidence
and examples are specific, relevant and explanations are given
that show how each piece of evidence supports the author's
position.
Very good selection of relevant and recent quality supporting
literature. Literature analysis provides great arguments for and
against the essay topic.
Most of the evidence and examples are specific, relevant and
explanations are given that show how each piece of evidence
supports the author's position.
Adequate selection of relevant and wide-ranging quality
supporting literature. Literature analysis provides some
arguments for and against the essay topic.
Some of the evidence and examples are specific, relevant and
explanations are given that show how each piece of evidence
supports the author's position.
Basic selection of partially relevant supporting literature. Minor
quality issues. Limited literature analysis is needed to provide
arguments for and against the essay topic.
No evidence and examples to explain the author's position.
Incomplete, dated and or irrelevant selection of literature.
Source quality varies. No literature analysis is needed to

provide arguments for and against the essay topic.
No evidence and examples to explain the author's position.
Literature Support for the argument/stance (4 marks in total)
Utilises more than 8 refereed journals sources. All are current
and appropriate sources that support the analysis.
Utilises more than 8 refereed journal sources. Most are current
Utilises more than 8 refereed journal sources. Some are current
Utilises 8 refereed journal sources. More quality sources are
Does not utilise 8 refereeed journal sources. Quality sources are
Conclusion (3 marks in total)
The conclusion is strong and leaves the reader solidly
understanding the writer's position. Excellent summary of main
points and restatement of the position statement begins the
closing paragraph.
The conclusion is solid and leaves the reader with a good
understanding the writer's position. Clear summary of main
points and restatement of the position statement begins the
closing paragraph.
The conclusion is good and leaves the reader with some
understanding the writer's position. More clarity is needed to
summarise the main points and to reinforce the author’s
position.
Attempts have been made to conclude the essay. However, the
points made are vague and do not link to the author’s position.
No summary of main points and no concluding comments.
Presentation and mechanics (4 marks in total)
Quality of writing at a very high standard (i.e., spelling,
grammar, readability, clarity of ideas). Well-executed
presentation, consistent formatting, free of any technical errors.
Quality of writing is of a high standard (i.e., spelling, grammar,
readability, clarity of ideas). Some minor presentation and
technical errors.

Quality of writing is of a good standard (i.e., spelling, grammar,
readability, clarity of ideas). Numerous presentation, technical
and grammatical errors.
Quality of writing is of a low standard. Improvement is needed
in regards to the general formatting, presentation and
readability of the report.
Quality of writing is at a very poor standard. Improvement is
needed in regards to the presentation, formatting, spelling,
grammar, clarity and readability.
Presentation Mark out of 25 =
Comments:
4. CAREER FOCUS
Assessment Task 4: The Career Focus requires you to analyse
information related to a Griffith Business School major or area
of interest. The aim of this assessment piece is to explore your
career options and reflect on careers of interest. See Assessment
page on the 1001EHR course site at [email protected]
Specifications
The assignment requires that you complete TWO tasks.
Task 1:Complete the Career Options Worksheet provided below.
You will need to analyse the set of resources provided on
[email protected] (job advertisements, job descriptions and
career options articles) for the major you select.
Task 2:Write a 500 word reflection on what you learned from
your field research (workplace interview or listen to recorded
interview at [email protected] - 1001EHR course site under the
‘assessment’ tab).
Your reflection should include:
· What insights you gained from conducting field research or
listening to workplace interviews.
· What you need to do up until the time of your expected

graduation (career plan) to position yourself for graduate
employment.
Resources
Information from Module 8b (Career Focus topic)
Resources at [email protected] (1001EHR course site under the
‘assessment’ tab)
Task 1: Career Options Worksheet
This task is designed to assist you to explore possible career
outcomes from your degree. You will find the relevant
resources to enable you to complete the worksheet on
L[email protected].
Name of major that you have selected:
List five (5) industries that employ graduates from this major:
[*Note: The term ‘industry’ refers to the broad field e.g.
mining, financial, advertising sectors. Students choosing Real
Estate & Property Dev’t major may list one industry only]
Industries that employ graduates from this major
1.
2.
3.
4.
5.
List five (5) organisations that employ graduates from this
major. [*Note: The term “organisation” refers to the name of an
actual company or government department, such as the ANZ
Bank or Department of State Development].
Organisations that employ graduates from this major

1.
2.
3.
4.
5.
List one (1) web site where you may find job vacancies for this
major: [*For example http://www.bandt.com.au/Classifieds.asp
- B&T Advertising & Marketing vacancies]
Vacancy website:
1.
List three (3) job titles for graduates from this major: [*Note:
The job title refers to the name of the position you would
occupy e.g. “Graduate Marketing Officer” or “Assistant Events
Coordinator”]
Job titles for graduates from this major
1.
2.
3.
List five (5) duties that a graduate from this major may perform
in his/her day-to-day work: [*Note: Duties are on the job tasks
such as: “Undertake research in the field of…” or “Liaise with
stakeholders in relation to…”]
Duties a graduate from this major may perform
1.
2.
3.
4.
5.

List five (5) skills or attributes that employers might be seeking
(apart from a degree) in graduates from this major: [* Note:
Skills or attributes are required in order to perform the duties as
described above e.g. “Well developed analytical skills “ may be
required in order to conduct the duty of research; “Excellent
communication skills” may be required in order to liaise with
stakeholders].
Skills or attributes required of a graduate in this major.
1.
2.
3.
4.
5.
Task 2: Field Research (Workplace Interview) Report Sheet
Option (a)
Date of interview : ________________________
Option (a) or (b):
Name of person you interviewed/listened to:
_____________________________________________________
_________
Position:
Organisation:
For Option (a) only, please provide the following contact details
for your interviewee.

Ph:
Email address:
Workplace Reflection
Record reflection here ….
1001EHR – Marking Criteria for Career Focus
Criteria
Excellent

(85-100%)
Very Good
(75-84%)
Good
(65-74%)
Satisfactory
(50-64%)
Unsatisfactory
(0-49%)
1) Career Options Worksheet - Ability to analyse the career
information from the chosen majors
(3 marks)
Exceptional level of detail in the completion of the career
worksheet. Great analysis of the chosen major. Answers to all
spaces have been provided.
High level of detail in the completion of the career worksheet.
Great analysis of the chosen major. Answers to all spaces have
been provided.
Good level detail in the completion of the career worksheet.
Answers to most spaces have been provided.
Adequate detail in the completion of the career worksheet.
Answers to some spaces have been provided.
Very little or no completion of the career worksheet. Little or
no answers have been provided.
2) Clear evidence of field research (workplace interview) and
reflections linked to future career plans (6 marks)
Exceptional ability to reflect and give insight on the chosen
career. Clear and concise evidence of points with reference to
the workplace interview provided.
Very good ability to reflect and give insight on the chosen
career. Good evidence of points with reference to the workplace
interview provided.
Good ability to reflect and give insight on the chosen career.
Some evidence of points with reference to the workplace

interview provided.
Adequate ability to reflect and give insight on the chosen
career. More evidence needed in reference to the workplace
interview.
Very little or no ability to reflect and give insight on the chosen
career. No evidence provided in reference to the workplace
interview.
3) Presentation/mechanics - Well-presented, clear and concise,
correct spelling and grammar
(1 marks)
Exceptional quality of writing (i.e., spelling, grammar,
readability, clarity of ideas). Well-executed presentation,
consistent formatting, free of any technical errors.
Very good quality of writing (i.e., spelling, grammar,
readability, clarity of ideas). Some minor presentation and
technical errors.
Good quality of writing (i.e., spelling, grammar, readability,
clarity of ideas). Numerous presentation, technical and
grammatical errors.
Adequate quality of writing. Improvement is needed in regards
to the general formatting, presentation and readability of the
report.
Low quality of writing. Improvement is needed in regards to the
presentation, formatting, spelling, grammar, clarity and
readability.
Mark out of 10 =
5. EXAM
Assessment Task 5: A 2 hour examination will be held during
the examination period. The aim of this assessment task is to
test your knowledge of the topics covered in the course. The
exam is worth a total of 35 marks.

Part A: Short answer questions (20 marks)
Students are required to answer FOUR (4) questions from the
five (5) listed in this section. Each question is worth five (5)
marks.
Part B: Essay question (15 marks)
Students are to answer ONE (1)of two Questions. The questions
is worth (15) marks.
See ‘Assessment’ tab on the 1001EHR course site at
[email protected]
tutorial/Collaboration session activities
There are 11 weekly tutorial/collaboration sessions that
commence in teaching Week 2. Face to face classes start on the
hour and finish 10 minutes to the hour. The objective of
tutorial/collaboration session is to get you to develop your own
ideas on the topics and express yourself in writing and other
means of communication. Throughout the tutorial/collaboration
program, you will be encouraged to develop skills in evaluating
evidence, making connections among different types of
evidence and topics, and applying theory to real world case
studies. These sessions provide a forum where you can
participate in experiential learning activities, ask questions,
discuss ideas, receive feedback and seek clarification and
guidance on learning and assessment items. This Course Guide
includes a comprehensive guide of all tutorial/collaboration
activities, so please ensure you bring this along or have access
to this for each session.
Tutorial/collaboration program
Wk/Date
Topic
Activity

Learning Objectives
1
28 July
NO TUTORIAL SESSIONS IN WEEK 1
2
4 Aug
Tutorial/
Collaboration 1: Tutorial arrangements.
Introduction to the employment relationship
Case Study: Hungry Jack’s tells its staff whoppers
Assessment Skills and Support
· Identify the parties to the employment relationship and the
roles they can play in Australian Employment Relations (ER).
· Explain why the employment relationship is different to other
contractual relationships.
3
11 Aug
Tutorial/
Collaboration 2: The changing nature of work and employment
Case Study: Australia’s large casual workforce masking real
unemployment rate
Assessment Skills and Support: Understanding the task
· Understand the relationship between the actors in the
employment relationship and how this affects the way work is
organised.
· Identify contextual factors leading to change in employment
relations.
4
18 Aug
Tutorial/
Collaboration 3: Employee representation and participation
Case Study: Unions fear Qantas won't negotiate

Assessment Skills and Support: Recognising and finding
academic references
On-line Quiz 1
· Understand why workers may choose to unionise.
· Understand the purposes and functions of unions.
· Understand the way in which unions organise and campaign on
behalf of their members.
· Understand how to analyse, research and prepare academic
essays
5
25 Aug
Tutorial/
Collaboration 4: Employer strategy and employer representation
Case Study: Business targets Wayne Swan on IR regime
Assessment Skills and Support: Marking criteria and
Referencing
· Understand why Employers collectivize.
· Understand the key activities that Employers’ Associations
engage in, how and why
essays
6
1 Sep
Tutorial/
Collaboration 5: The role of the State and agreement making
Case Study:Retailers warn of job cuts after Fair Work
Commission lifts minimum wage by $18.70 per week
Assessment Skills and Support: General
Essay Plan via Online Submission (Wed 5.00pm)

· Understand the role that the Australian State has played in ER
through history.
· Understand the decentralization of ER in recent history
· Understand recent changes to laws such as the Fair Work Act
7
8 Sep
Tutorial/
Collaboration 6: Occupational health & safety
Case Study: Bullying at work
· Understand the basic OHS responsibilities of employers,
managers, and employees under relevant OHS laws
· Understand risk management strategies
8
15 Sep
Tutorial/
Collaboration 7: Equity and diversity
Case Study: Pregnancy discrimination
On-line Quiz 1
· Understand key areas of anti-discrimination laws
· Link workplace discrimination to broader societal attitudes.
· Understand how organizations can avoid discrimination
9
22 Sep
Tutorial/
Collaboration 8: Negotiation
Case Study: Negotiating contracts: The experiences of an
Engineer
Essay due via Online Submission (Wed 5.00pm)

· Understand the basic concepts and principles in negotiation
Mid-Semester Break - 29 Sept – 3 Oct
10
6 Oct
NO TUTORIALS
11
13 Oct
Tutorial/
Collaboration 9: Staffing
Case Study: The Facebook job board is here: Recruiting will
never look the same
Career Focus due via Online Submission (Wed 5.00pm)
· Understand problems associated with recruitment and
selection processes and identify ways to avoid them
essays
12
20 Oct
Tutorial/
Collaboration 10: Learning and development
Case Study: A Vintage Crop of Employees
Career Focus Exercise Help
· Understand effective training techniques, and the evaluation of
training programs

13
27 Oct
Tutorial/
Collaboration 11: Performance management
Exercise: Managing the Performance Review
Exercise: Motivating workers
· Understand and explain the contribution that effective
performance management systems can make to the achievement
of organisational goals
· Understand and explain the contribution that effective reward
management systems can make to the achievement of
organisational goals
Tutorial/Collaboration Session 1 – Introduction to the
Employment Relationship
Case Study: Hungry Jack’s tells its staff
whoppers[footnoteRef:2] [2: Modified from The Telegraph
online http://www.dailytelegraph.com.au/news/nsw/hungry-
jack8217s-tells-its-staff-whoppers/story-fni0cx12-
1226662967836]
Please read the case study and attempt the questions below
before coming to class. This case study is designed as practice
for rest of the exercises.Don’t worry if you don’t understand
some of the terms such as Fair Work Ombudsman; attempt as
many questions as possible.
Students are expected to come prepared having read and
prepared answers. Techniques for answering the questions and
how to reference will be an important part of this tutorial and
will prepare students for the upcoming tutorial exercises and the
essay.

Bradley Pinkerton worked at Hungry Jack's Miranda for 2 1/2
years before it shut in February 2013. It appears his employer
didn't pay him a cent in super or leave. Ditto Matthew Manson,
employed there for five years.
Both started with Hungry Jack's as teens and were supposed to
have obtained training qualifications as part of their
employment. Mr Manson didn't receive his. Mr Pinkerton's
training never started.
In a statement to a local newspaper, Hungry Jack's said it "takes
its responsibilities to crew members, customers and the
communities in which it operates very seriously''.
However, in an email, Hungry Jack's has been at pains to point
out it has no responsibility. The failed store was an independent
entity, it said. "Hungry Jack's is a creditor like any other
creditor. Like any other creditor, Hungry Jack's has no
obligation to seek to have the debtor company wound up and
will consider whether the cost of it initiating the process to do
so is likely to be money well spent. The training arrangements
are a matter between (franchise owner) Mr (Boro) Chadevski's
company and the government.''
Attempts to contact Mr Chadevski, were unsuccessful. However
State Training Services is ensuring an alternative training
organisation contacts Mr Pinkerton. And federal Workplace
Relations Minister Bill Shorten has asked the Fair Work
Ombudsman to investigate his case. The ombudsman can pursue
Mr Chadevski for any unpaid entitlements.
Case Questions:
1. Why is the employment relationship different from other
types of contracts found in the business world?
2. List the ‘parties’ to the employment relationship involved in
this case. What role has each party played in this case? Who is
responsible for the unpaid super, leave and undelivered
training?

· Go through the course assessments with students.
Tutorial/Collaboration Session 2: The Changing Nature of Work
and Employment
Case Study: Australia’s large casual workforce masking real
unemployment rate[footnoteRef:3] [3: Modified from ABC
news online http://www.abc.net.au/news/2013-06-12/australia-
casual-workforce-masking-unemployment-figures/4749900]
Answer the questions below and bring along to your tutorial.
The unemployment rate is currently 5.5 per cent, but official
figures show another 7 per cent of workers in casual or part-
time roles are willing and able to work more hours. It is
estimated that 35 per cent of Australia's workforce is now
employed on a casual or contract basis.
AMP Capital economist Shane Oliver says that figure is too
high. "To have this situation where you are locked into part-
time work for a long period can be debilitating," he said
Unions have recently aired a television commercial outlining
their concerns. Australian Council of Trade Unions president
Ged Kearney says the trend is costing workers' entitlements.
"You lose sick leave and you lose annual leave," Ms Kearney
said. "You lose carers leave - you also lose things like
superannuation and it becomes difficult to get a loan."
Philippa Barr is among those looking for more work. She has
been searching for a full-time job since the start of the year, but
all she can find are three casual positions. Ms Barr says the
financial impact is high. "It's meant that I'm in a very
precarious situation at the moment," Ms Barr said. "I'm not even
renting a house, I'm house-sitting because I can't afford to
commit to paying rent from week to week."

Employment uncertainty is a growing issue. During the global
financial crisis many employers replaced full-time jobs with
part-time roles, and they are yet to change them back.
Meanwhile, more older workers are also returning to the
workforce part-time because their superannuation savings have
taken a hit.
But employer groups say workplace flexibility is needed to
achieve economic growth. They suggest there are also growing
numbers of Australians who are choosing casual and part-time
jobs. There are even job websites dedicated entirely to them.
Recruitment specialist Don Robertson recently launched
jobflex.com.au to tap into the demand. "What we've found is
Generation Y job seekers are more inclined, are more interested
to test a market if you will, in terms of potentially looking at
different employment ideas before settling on one career," Mr
Robertson.
But Mr Oliver believes the casualisation of Australia's
workforce is hurting the broader economy. "If we fully utilise
the resources available to us in the labour market, then we could
be having a higher level of economic activity and better living
standards flowing from that."
Case Questions:
1. With reference to the lectures and the textbook, what factors
can help explain the growth of casual and part-time work?
2. What are the benefits and drawbacks of these jobs?
3. Do you agree that Generation Y job seekers are more inclined
to seek out casual and part-time work? Why?
1. Introduction to essay question: Managers' effective use of

employee voice can lift well-being and productivity. Discuss.
2. Refer to StudySmart: Understanding the task:
http://app.griffith.edu.au/study-smart/docs/understanding
3. Discussion – start to unpack the question, discuss the three
potential themes, think about which theme you would like to
investigate.
4. Brainstorm ideas about the topic using concept maps.
Tutorial/Collaboration Session 3: Employee Representation and
Participation
** ONLINE QUIZ **
Case Study: Unions fear Qantas won't negotiate, but will
'stonewall' until there is compulsory arbitration
The Australian, October 31, 2011 8:11AM
QANTAS will use upcoming negotiations to "stonewall"
employees, the Australian International Pilots Association
predicts.
His warning came as the ACTU said Qantas workers would be
working to get planes back in the air as soon as possible, and as
a union chief appealed to the Gillard government to protect
jobs.
After a marathon hearing that ended in the early hours of this
morning, Fair Work Australia (FWA) ended all industrial action
affecting Qantas and gave the airline and unions 21 days to
reach a settlement.
That period can be extended for another 21 days if progress is
being made.
If the parties fail to reach a settlement, there will be compulsory
arbitration.
Australian International Pilots Association vice-president

Captain Richard Woodward believes that will be the end result.
“I think they (Qantas) will end up stonewalling us for 21 days
and we'll end up in forced arbitration,” Mr Woodward told the
Seven Network.
He said the move by Qantas to ground its fleet on Saturday and
the FWA's ruling have only served to embolden the airline's
management in the face of further negotiations over employees'
pay and conditions.
AIPA says it is seeking a new clause in the enterprise
bargaining agreement with Qantas that would ensure all of the
airline's flights are operated by pilots from the flying kangaroo
as opposed to being outsourced.
Mr Woodward said the only industrial action Qantas pilots had
been taking was in-flight announcements about the dispute and
wearing red ties that carried the message “Qantas flight, Qantas
pilots”.
Meanwhile ACTU secretary Jeff Lawrence said Qantas
employees would turn up for work this morning ready to do
whatever was necessary to get the airline's 108 planes back in
the air.
Then, he said, the unions would be focusing on negotiations.
“Our immediate priority now is to work with management to get
the planes back in the air,” Mr Lawrence said in a statement.
“Then we will approach negotiations in a genuine spirit of
conciliation and expect Qantas management to do the same.
“The decision means Qantas must negotiate about the legitimate
claims over job security and outsourcing unions have been
pursuing for 15 months.
“It is a pity it took government intervention to force
management back to the bargaining table after such needless
disruption.”
Mr Lawrence signaled, however, that the ACTU placed
responsibility for the negotiation breakdown squarely on Qantas
management.
“It needs to be repeated that workers at Qantas are simply
seeking to negotiate new pay and conditions, and some

guarantees from management about job security.
“But bargaining at Qantas had broken down because of
management's refusal to negotiate.”
The Transport Workers Union, one of three unions involved in
disputes with Qantas, and which represents Qantas baggage
handlers and ground crew, called on the federal government to
protect Australian jobs.
“The real challenge here is that the Australian government fight
really hard for Australian jobs,” Transport Workers Union
(TWU) national secretary Tony Sheldon told reporters.
“We'll negotiate ... but quite clearly the government has to
stand up and defend Australian jobs.”
Mr Sheldon predicted that the FWA's decision would be met
with mixed emotions.
“The first reactions will be relief that this despicable act has
been stopped by the company but also grave concerns about
their job security and their jobs being exported to Asia when
this is supposed to be a company that is obliged by legislation
to remain and operate in this country,” he said.
“The government has stepped in, it's the first to my knowledge
in the history of this country and of course it means that new
laws, new approaches need to be instigated against this
despicable company that will do anything to crush Australian
jobs and send them overseas.”
Source: The Australian 2011, ‘Unions fear Qantas won't
negotiate, but will 'stonewall' until there is compulsory
arbitration’, 31 October, viewed 10 February 2012,
<http://www.theaustralian.com.au/business/aviation/unions-
fear-qantas-wont-negotiate-but-will-stonewall-until-there-is-
compulsory-arbitration/story-e6frg95x-1226181098544>
Case Questions:
1. What are the Unions in this case trying to achieve?
2. Why would workers want to unionize? Relate your answer to
the case above.
3. Do organisations benefit from union action, or is union

activity at best a nuisance, and at worst a significant threat to
productivity and viability?
1. Recognising and finding academic references; Read Summers
& Smith Chapter 2 and pp. 137-138
a. Suitable academic/refereed sources for essays
b. How to find academic/refereed sources for essays
2. Refer to Study smart for help with this:
3. Finding information http://app.griffith.edu.au/study-
smart/docs/finding
4. Organising information http://app.griffith.edu.au/study-
smart/docs/organising
Tutorial/Collaboration Session 4: Employer Strategy and
Employer Representation
Business targets Wayne Swan on IR regime
The Australian , August 22, 2011 12:00AM
BIG business is stepping up its campaign against Labor's
industrial relations laws, with business leaders warning ahead of
a meeting with Wayne Swan this week that the Fair Work Act is
a growing threat to productivity.
National Australia Bank and Woodside chairman Michael
Chaney said fundamental changes in the law were needed to
prevent unions hijacking industrial negotiations and to stop
unnecessary strike action.
"I believe the Fair Work Act is a sleeper that represents a
serious threat to productivity," Mr Chaney told The Australian.
Macquarie Group and Origin Energy chairman Kevin McCann
said inefficient work practices in the energy sector were
delaying the construction of key projects.
Future Fund chairman David Murray called on the government
to consider a fresh accord with the unions to deal with a labour
market "trapped in history".
"Perhaps the government could consider some contemporary

form of the accord to promote productivity," Mr Murray said.
The accord was an agreement between the union movement,
business leaders and the Hawke Labor government between
1983 and 1995 that encouraged wage restraint but protected
low-wage earners with a safety net award.
The business comments come as a high-powered delegation is
set to meet the Treasurer this week to push for urgent economic
reform to boost lagging productivity.
The delegation from the Global Foundation, to be led by Telstra
chief executive David Thodey and Orica managing director
Graeme Liebelt, will canvass a number of concerns with Mr
Swan on obstacles to economic growth.
One focus is expected to be the key role of workplace efficiency
in driving productivity.
"We have to have an industrial relations environment which is
an incentive for everyone to do better, rather than it just being
about me or you," Mr Thodey told The Australian at the
weekend.
"There is this conflict situation set up at the moment," Mr
Thodey said. "It's about protection of my turf -- my rights as a
worker versus my wishes as a manager. We need leadership in
this area, not to be dragged down into the mire, as we are at the
moment."
The delegation is expected to argue that the GST should not be
left off the agenda at the October tax summit and to canvass the
opportunities for the digital economy to boost productivity.
The meeting with Mr Swan, over dinner on Wednesday evening,
will come only days before the annual invitation-only
Australian Leadership Retreat at Hayman Island in Queensland,
organised by the Australian Davos Connection.
The contribution of the industrial relations regime to the
country's declining productivity is expected to dominate
discussions at the forum, which Mr Swan has been invited to
attend.
Business leaders believe Labor's Fair Work Act, which
promotes collective bargaining, does not provide enough

flexibility to encourage companies to take on more staff.
"The government should introduce an individual agreement
option in some form," Mr Chaney said.
" This doesn't mean a return to Work Choices. Prior to that we
had the Australian Workplace Agreement option with an
appropriate no-disadvantage test, which worked well.
"The presence of the individual agreement option resulted in
unions taking a more moderate, responsible approach to
collective agreements. Its absence allows them to make
unreasonable demands, knowing the employer has no
alternative.
"The most damaging aspect of the Fair Work changes in respect
of productivity was the reinsertion of unions into the process."
Mr Chaney said he was worried about increased levels of
industrial disputation.
The Business Council of Australia has called for major changes
to the law, including stripping Fair Work Australia of power to
allow unions to strike first and bargain later.
But Assistant Treasurer Bill Shorten said the criticism by big
business was wrong, and claimed some employers were simply
reluctant to bargain.
Mr Murray, who is a former Global Foundation chairman and
current advisory board member, said the government had to
"stop reregulating everything".
"You can't have a market economy where there is an over-
regulated market for labour," he said. "The Qantas dispute is
symptomatic of a labour market trapped in history."
The airline is currently engaged in a fight with the unions over
a restructure and move offshore that will cost 1000 jobs.
Mr Liebelt said industrial relations were looming as a big issue
in the economy.
"Most business people feel industrial disputation is rising as an
issue, even if the government is adamant it is not," he said.
"It will be raised as an issue in the discussions. The reality is
that as a community, workplace productivity is a fundamental
part of the broader productivity equation."

http://www.theaustralian.com.au/business/economics/business-
targets-wayne-swan-on-ir-regime/story-e6frg926-
1226119259383
Case Questions
1. What is an Employer Association?
2. Do Employer Associations have too much influence over
industrial relations public policy and government? Why? Why
not?
3. Why do Employer Associations sometimes have greater
difficulty than unions in achieving solidarity?
1. Understanding the Essay Marking Criteria – Print out and
bring the Essay Marking Criteria to class for discussion.
2. How to reference sources – Brief referencing exercise –
provided in tutorials
Refer to Study Smart
Referencing http://app.griffith.edu.au/study-
smart/docs/referencing
Organising information http://app.griffith.edu.au/study-
smart/docs/organising
Tutorial/Collaboration Session 5: The Role of the State and
Agreement making
**ESSAY PLAN DUE ONLINE SUBMISSION – WEDNESDAY
5.00PM**
Retailers warn of job cuts after Fair Work Commission lifts
minimum wage by $18.70 per week
Emma Griffiths, Wed 4 Jun 2014, ABC News
Retailers have warned that staff will have to be sacked in the

wake of a decision to raise the minimum wage by $18.70 a
week.
Unions, however, say the increase of 3 per cent from July 1 - a
rise to $640.90 per week - will not be enough to help workers
cope with extra costs stemming from the federal budget.
The decision by the nation's industrial umpire, the Fair Work
Commission (FWC), will directly affect around 1.5 million
Australians on award wages.
FWC president Justice Iain Ross said there had recently been
almost no growth in the real value of award wages while other
employees had enjoyed substantial pay increases.
"The deterioration in the relative living standards of award-
reliant workers, the needs of the low-paid, the recent
widespread improvement in labor productivity growth, the
historically low levels of real unit labor costs, and the absence,
in aggregate, of cost pressures from the labour market, are all
factors favouring a real increase in minimum wages," he said.
One moderating factor was the 0.25 per cent increase to the
superannuation rate to apply from July
The ACTU had been pushing for a weekly rise of $27, but
employers said they would not be able to afford an increase of
anything more than $8.50 a week.
Business groups have criticised the decision, with the
Australian Industry Group saying it will put more pressure on
"struggling" employers, particularly in the manufacturing, retail
and tourism sectors.
"Many industry sectors and particularly those exposed to import
competition are experiencing very tough business conditions,"
AiGroup chief executive Innes Willox said in a statement.
And the Australian Chamber of Commerce and Industry (ACCI)
said it would "destroy" job opportunities.
"There is no generosity in raising wages to the point where
people can't find work when they need it," ACCI chief executive
Kate Carnell said in a statement.
Unions warn of class of 'working poor'

Retailers have warned that it will "stress" and "damage"
businesses already dealing with sluggish retail figures and
lower consumer confidence.
Australian Retailers Association executive director Russell
Zimmerman says the decision will prompt many businesses to
sack staff.
"The retail industry is more reliant on pay scales than any other
industry, and also suffers a highly disproportionate effect in
minimum wage increases ... due to deregulated hours and
penalties across all retail awards," he said in a statement.
But unions are worried the widening gap between the minimum
wage and average earnings means Australia could go down the
same path as the US and create a class of "working poor".
ACTU secretary Dave Oliver said the decision was "particularly
unfair" given today's National Accounts figures showed
stronger-than-expected economic growth.
"Hardworking Australians are not benefiting from the strong
economy and they don't stand to benefit from the federal
budget," he said.
Rise 'barely keeps pace with inflation'
The United Voice union, which represents many low-wage
workers, says the rise announced today is not enough.
Acting national secretary David O'Byrne says with new costs
like GP co-payments and an increase in fuel prices, the poorest
paid workers will suffer.
"Every time they go to a doctor, every time they put petrol in
their car they are being hit by this Federal Government with
increased cost of living," he said.
"This minimum wage decision does not only not deal with that,
it barely keeps pace with inflation."
Opposition employment spokesman Brendan O'Connor says the
warnings of job losses is "always" put forward by employer
groups.
He has welcomed the decision but says it does not take into
account extra cost-of-living pressures associated with the

federal budget.
"It won't be able to mitigate the impact of the measures of the
budget on these low-paid workers - the tax on visiting a doctor
... the tax you have to pay when you pick up your medicine
when you visit a pharmacy means the pressure on low-income
families is going to be very, very difficult indeed," he said.
"The budget measures will soak up the increase and will in
many cases exceed the increase."
The Federal Government had urged the commission to consider
that Australians would be netting an extra $550 a year when the
carbon tax was abolished - though its repeal is yet to pass the
Senate.
Employment Minister Eric Abetz has put out a statement saying
the Government "recognises" the decision.
Last year the minimum wage rose by $15.80 a week.
http://www.abc.net.au/news/2014-06-04/fair-work-commission-
hands-down-minimum-wage-decision/5499494
Case Questions:
1. What are the advantages of the state’s (FWC) involvement in
this case? Consider the advantages for both the employee and
employer.
2. What are the disadvantages of the state’s (FWC) involvement
in this case? Consider the advantages for both the employee and
employer.
3. What would you have done in this case?
Tutorial/Collaboration Session 6: Occupational Health and
Safety
Case Study: Bullying at Work and OHS[footnoteRef:4] [4: ]
The circumstances Dina Wahba was appointed to a new position

as a team leader during management restructuring. She obtained
the position in competition with a previous manager. Ms Wahba
encountered resistance to change in her new team, along with a
lack of cooperation and loyalty. Some members of the team
maintained their loyalty to their previous manager and resented
her promotion. She received no management training before
commencing her new role.The behaviourSeveral team members
engaged in a range of increasingly hostile behaviours towards
Ms Wahba including:
- failing to accord common courtesies
- failing to provide assistance during busy periods
- constantly whispering and making vindictive comments about
her
- disobeying requests
- making offensive comments and behaving rudely.
Ultimately, one of the team members convened a team meeting
to which Ms Wahba was not invited and drew up a list of
complaints about the worker which they presented to her
manager. The worker’s manager approved this meeting and
accepted the document. The apparent objective of the bullies in
the team was to get rid of Ms Wahba, whom they considered to
have gained the team leader position at the expense of their
former manager.The impact on the workerMs Wahba
experienced this behaviour as harassing and undermining. She
felt humiliated and belittled. In the face of bullying behaviour
she frequently became very emotional and withdrew from the
immediate situation. As the behaviour escalated she became
agitated, anxious, depressed and withdrawn. Finally she was
unable to continue working for the organisation due to the
development of a psychiatric condition.
She appealed firstly to her immediate manager and then to his
manager for assistance and support on a number of occasions.
She reported the insubordinate conduct of members of her team
and clearly described the adverse effect the behaviour was
having upon her.Management’s response
Ms Wahba’s immediate manager had an open and easy-going

management style and was anxious to ensure that he was seen
by all staff as their friend. He was reluctant to interfere in the
situation and denied and downplayed behaviour and events. The
manager believed that most of the worker’s complaints were
petty and that she should deal with the situation herself. He
provided no effective support to the worker, even speaking
offensively to her on occasions as a result of his frustration
with the situation. The manager ultimately condoned the
behaviour of the team by supporting the team meeting which the
worker was not invited to. The more senior manager—who was
also appealed to by the worker—directed the worker’s
immediate manager to respond appropriately. They did not
follow-up this directive.
Legal action
Ms Wahba did not return to work due to a continuing
psychiatric condition. Following legal action a judge
determined that the employer was held to be negligent. The
judge stated that the employer’s representative (the worker’s
former manager) failed in his duty of care to the worker by
failing to take action that would have been reasonable and
practicable to prevent what in the circumstances was a
foreseeable risk of injury. The worker received compensation of
$339 722 for the psychological injury she developed as a result
of workplace negligence. The employer’s appeal to the NSW
Supreme Court of Appeal was unsuccessful.
Source: CommCare, Bullying in the workplace: A guide to
prevention for managers and supervisors, Australian
Government Publishing Service, Canberra.
Case Questions:
1. Why is bullying considered to be an OHS issue?
2. Using the risk management process identified in lectures and

your textbook, suggest a risk management plan for this
employer with specific reference to bullying.
Refer to study smart – putting it together
http://app.griffith.edu.au/study-smart/docs/together for hints on
essay structure
Tutorial/Collaboration Session 7: Equity and Diversity
** ONLINE QUIZ **
Case Study: Pregnancy based discrimination
Workplace express, Wednesday, 08 February 2012
Case 2, Manager sacked over pregnancy/family wins adverse
action case[footnoteRef:5] [5: ]
Child care centre operator Acorp Pty Ltd engaged the
experienced child care worker “Mary Rogers” in a
director/management role from December 2008 until her
dismissal in early March 2010. Mary informed her employers in
November 2009 that she would need to take unpaid leave over
the summer school holidays because she was unable to obtain
child care.
In early December, Mrs Rogers notified Acorp that she was
pregnant and would like to take maternity leave after the child’s
birth in June 2010. When she returned to work from leave in
mid-January 2010, the company told her that she was now
designated as "staff relief float" and would be required to assist

in the various rooms in the centre as needed. When she asked
her employer when she would be able to return to managerial
duties, the owner said to her words to the effect of "you know
you’re going to make it hard for me being pregnant in your
position for the business" and "we can still make it hard for
you".
After she officially applied for maternity leave on March 1,
2010, Mrs Rogers met with one of Acorp’s two senior directors
and was told that her employment was being changed from full-
time to casual and she would not be entitled to paid sick leave
or holidays. She would have no managerial responsibilities,
but would instead continue to be used as an assistant where
required in the centre. Three days later Mrs Rogers wrote to
Acorp confirming that she had not agreed to any of the changes
to her employment.
The following day she received an email from her employers
which raised a number of performance issues which had not
been raised with her previously. The email also terminated her
employment as director from March 8 and confirmed the offer
of new casual employment.
When Mrs Rogers again notified Acorp that she had refused the
offer of casual employment, she received a further email saying
that her "refusal to return to work at no notice" was being taken
as her terminating her employment.
Source: Workplace express 2012, Case 2, ‘Manager sacked
over pregnancy/family wins adverse action case’, 8 February,
viewed 10 July 2012,
<http://www.workplaceexpress.com.au/index.php?keyword=man
ager+sacked+over+pregnancy&go.x=0&go.y=0&sub_search=9>
Case Questions:
1. How was the director discriminated against? What laws apply

to this case?
2. What stereotypical assumptions might the employers making
about pregnancy and the capacities of pregnant women and
mothers of young children?
3. Imagine you have been contracted as a consultant by the
employers. They want to know how to avoid costly
discrimination lawsuits in the future. What do you advise?
Tutorial/Collaboration Session 8: Negotiation
**ESSAY DUE ONLINE SUBMISSION – WEDNESDAY
5.00PM**
McPhail, R., Jerrard, M., & Southcombe, A. (2015).
Employment Relations: An integrated
approach. Cengage: Australia.
Essay Exercise Help:
Questions regarding Essay
***** MID SEMESTER BREAK 29 SEPT – 3 OCT *****
Tutorial/Collaboration Session 9: Staffing
**CAREER FOCUS DUE ONLINE SUBMISSION –
WEDNESDAY 5.00PM **
The Facebook Job Board Is Here: Recruiting Will Never Look
The Same
Forbes - Entrepreneurs 11/14/2012
Facebook announced its long-awaited job board this morning,
ushering in a new era of online recruiting and, eventually,
what’s likely to be an important new source of revenue for the

company. After a yearlong “Social Jobs Partnership” with the
U.S. Department of Labor and other government agencies, the
company released the Social Jobs Partnership application today,
an interactive job board that aggregates 1.7 million openings
from recruiting companies already working on the platform,
including Work4 Labs, BranchOut, Jobvite, DirectEmployers
and Monster.com.
Though a spokesperson for the company insists the
announcement does not mean Facebook is entering the
recruiting industry, that statement appears far-fetched given the
capability of the application. The page allows users to search
for jobs by location, industry and skill, apply to them directly
through Facebook, and then share the jobs to their social
network. Its developer partners also believe Facebook is making
a clear statement of its intentions. “Facebook is launching a
jobs page within Facebook,” notes Stephane Le Viet, founder
and CEO of Work4 Labs. “This is a very big disruption in a
very large space.”
The company’s own blog post reveals some telling statistics
about the potential for recruiting over the platform. According
to Facebook, half of employers in the U.S. use the social
network during their hiring process. Of those companies already
using Facebook to engage with customers, 54 percent anticipate
using it more heavily in their recruitment efforts in the future.
Given those numbers, the lucrative nature of the recruitment
industry and the success of companies like Work4 Labs—not to
mention increasing pressure from battered shareholders—it
appears likely that Facebook will seek monetize recruitment
efforts at some point soon.
Le Viet surmises that the current application is just an early,
lightweight version intended to test recruiting on the platform.
It also serves to trigger a PR push letting the general public
know that the social network is now a place to find jobs. A

more robust version may eventually mean users will see more
recruitment-related activity on their newsfeeds.
The Social Jobs Partnership was meant to serve as a consortium
to guide the company’s recruitment offering.
Given today’s announcement, does November 14, 2012 mark the
beginning of the end for LinkedIn? The varied demographics of
Facebook certainly differ from LinkedIn’s 175 million older,
college-educated users. Le Viet’s Work4 Labs acknowledges
this reality, focusing on entry-level and hourly positions rather
than the salaried openings for which LinkedIn provides
candidates. And as Forbes contributor George Anders noted in a
July cover story, LinkedIn Recruiter, the company’s enterprise
recruitment tool, is the company’s core business. They have a
three-year head start and a product with cachet among recruiters
said to rival the Bloomberg terminal for traders. LinkedIn is
also a trusted, professional brand created for the explicit
purpose of business networking. Older employees may not feel
comfortable mixing work with a social platform better known
for party photos.
The sheer size of Facebook’s user base however, means that the
company can slice the population a number of different ways.
Though only 22 percent of users are above the age of 45, that’s
still 220 million people–more than LinkedIn’s entire platform.
And Facebook has already been shown to be highly effective in
recruiting lower-skilled workers. A foothold in the lower end of
the market could serve as a nice starting point for moving
upstream and eating LinkedIn’s business. The twenty-
somethings who tend profiles on both LinkedIn and Facebook
may not care where their next job comes from.
It is certain that traditional online job boards like Monster.com
are on the way out. While Monster has seen its market share and
stock price plummet in recent years, LinkedIn has soared and
Facebook’s developer partners–Work4 Labs, BranchOut and

Jobvite–have raised tens of millions of dollars to pursue social
graph-based recruiting models. The future of recruiting is
decidedly social.
Source: Forbes 2012, The Facebook job board is here:
Recruiting will never look the same, 14 November, viewed 8
January 2013.
<http://www.forbes.com/sites/jjcolao/2012/11/14/the-facebook-
job-board-is-here-recruiting-will-never-look-the-same/>
Case Questions:
1. Differentiate between the terms Recruitment and Selection?
Use examples to further explain you answer?
2. Discuss the advantages and disadvantages of using social
media as a recruitment tool?
3. As a potential job candidate, what are your personal opinions
on HR managers using Facebook and LinkedIn to source job
candidates?
Career Focus Exercise Help:
Bring your Career Focus work along to class – 15 minutes will
be allocated for you to discuss this exercise with your tutor and
classmates.
Tutorial/Collaboration Session 10: Learning and Development
A Vintage Crop Of Employees
By CEO Online
When the attitude and turnover rate of casual staff became a
problem, a Victorian winery decided to invest in training.
The Scotchmans Hill Story

Scotchmans Hill winery started out small in 1982. That was
when Melbourne stockbroker David Browne planted eight acres
of vines on a mixed farm he had bought in 1976. It is now one
of Australia’s largest family owned vineyards and wineries.
By 1992, plantings had increased to 50 acres, but finding and
keeping staff had become a problem. David Browne’s son,
Matthew, now director, says: “We were getting a lot of turnover
of casual staff in the vineyard. We wanted a more consistent
base of skilled versus unskilled [workers] so that when we did
need casual labour, we had a core group of leading hands whom
we could have confidence in. Your average vineyard worker is
from a background in which they may not have had
opportunities. Many left school early.”
Browne found a solution in the Australian Traineeship program
which offers Federal Government assistance to employers who
invest in their staff’s education. Browne says: “We were so
excited about the whole concept that we made it a provision for
putting someone on permanently that they take up further
education. We are now putting people into an environment [in
which] they can work and learn at the same time."
"We are seeing people from very diverse backgrounds achieving
certificates and diplomas in viticulture-accredited trade
qualifications. I think it’s fantastic because we’ve got people
ranging from permanents - who have gone on just recently at the
first level - to people who are now in the fourth level, which is
actually dovetailed into a degree. We have even linked it
directly to pay increases so that whenever they pass a level,
which can take anything from 6-18 months, they get a $2,500
pay rise.”
Scotchmans Hill now invests $30,000-40,000 a year in staff
education with 15-20 people on the traineeship program.
Browne says: “I don’t think we would be able to do that if the

inherent benefits of traineeships - the workcover and payroll tax
benefits for example - weren’t there.”
From the viewpoint of both management and staff the results
have more than justified the investment. Browne says: “The
first couple of years are a bit of a slog and [staff] think their
employer is being a bit hard, but come the third to fourth levels,
we are seeing some massive benefits both from our staff-
relationship point of view and from the fact that we now have a
very large vineyard-monitoring network of skilled and semi-
skilled, enthusiastic people who can be our eyes and ears and
alert management to potential problems. At the end of the day,
that’s dollars and cents.”
Being able to identify oily spot or particular fungal diseases
helps staff feel better about themselves because they have a
skill - and their increasing knowledge makes them hungry for
more. “Generally speaking,” says Browne, “the whole company
lifts in those areas because we’ve got a better base of
knowledge to work from.”
Does Browne fear that, having been trained, staff might leave?
“They don’t leave. And if they are leaving, either you’ve got the
wrong person or the environment is not right. I’m not saying
our environment is always perfect, but we have a very low
turnover of permanent staff.”
Source: CEO Online, n.d., ‘A vintage crop of employees’,
viewed on 8th January 2013,
http://www.ceoonline.com.au/case_studies/training_developmen
t/pages/1_2_253.aspx
Case Questions:
1. Differentiate between the terms Training and Development?
Use examples to further explain you answer?
2. Discuss the positive employee outcomes of regular Training
and Development schemes?

3. Are there any negative outcomes of regular Training and
Development schemes? If so, explain these.
Tutorial/Collaboration Session 11: Performance Management
Exercise 1: Managing the Performance Review
Performance management is fundamental to any organisation’s
operations, but there is some doubt over the ability of line
management to fully exploit the benefits of their performance
review and appraisal systems. Many opportunities are lost
because line management lacks the skills to deal with
performance issues of their staff and to sue the performance
review as a means of inspiring their staff. The challenge can be
line management seeing the performance review as a mandatory
process that is attended to once a year, and filed for another
year.
Briefly discuss the importance of Performance Management
Systems. Reflect on your own experience with a performance
review, either at work receiving performance feedback as an
employee, or at School or University receiving performance
feedback from assessments, or even a Sports Club reviewing
your performance. Identify an example of an effective
performance review practice and discuss the necessary factors
for this. Identify an example of an ineffective performance
review practice and offer recommendations for improvement.
Exercise questions:
1. Why are Performance Management Systems important?
2. Think of any example of an effective performance review
practice and one that was ineffective?
3. List three factors for effective performance review feedback?

Exercise 2: Motivating Staff
Imagine you are running a small business employing 15
permanent workers. All workers are paid a flat weekly salary
(no bonuses). You are trying to increase sales of your product.
Currently your 15 staff all perform a narrow range of individual
marketing and clerical tasks. They have little say over what
work they will do in any week and the area that they are sent to
market products can vary a lot from week to week. There are
currently no motivational strategies and staff motivation
appears to be declining.
Exercise questions:
1. List three Motivation Theories that could be applied in this
situation to improve motivation
2. For each of the three theories, provide at least two specific
things that you would do in implementing each of these
theories.
Appendix A: 1001EHR Student Success Checklist
Whether starting university for the first semester or not,
students who do well do so because they have the right attitude
and prepare well in advance. Taking time to learn or develop
better academic writing skills and also taking advantage of the
support available will ensure your academic growth and
improved success in this course throughout your academic
career.
I am prepared for the requirements of this course
Download course profile from the course site in
[email protected]

Read all assessment item requirements – ask questions
I prepare for and attend all lectures/tutorials
Read preparatory materials, the information will mean much
more at the lecture.
Ask questions and participate in lectures and class.
Take notes, attend a library workshop to improve your note
taking skills
I have a copy of the Academic Calendar and know the key dates
Pick up a copy from Student Administration or download from
http://www.griffith.edu.au/calendars-events/academic-calendar
I prepare early for assessment items.
Ask questions in class
Make a time to meet with your tutor
Email questions to your tutor
I prepare for consultations with my tutor and tutorials
Make brief but meaningful notes
Prepare mind maps of how you might tackle assessment items.
I have all the skills I need to achieve good grades.
Check out this resource http://app.griffith.edu.au/study-
smartStudy Smart is an online tutorial covering topics relating
to researching, writing and studying at Griffith University. This
tutorial provides you with strategies, resources and interactive
learning activities designed to help you succeed in your studies.
I have planned to improve my academic writing and research

Assignment Handling ServicesDivision of Information Services.docx

Assignment Handling ServicesDivision of Information Services.docx

Recommended

Recommended

More Related Content

Similar to Assignment Handling ServicesDivision of Information Services.docx

Similar to Assignment Handling ServicesDivision of Information Services.docx (20)

More from ssuser562afc1

More from ssuser562afc1 (20)

Recently uploaded

Recently uploaded (20)

Assignment Handling ServicesDivision of Information Services.docx