MHR Assignment

Managing Human Resource

CONTENTSPage

No.

Task 01

P1.1 Explain Guests model of Hard-soft…………………..………………….

P1.2 Review the differences between Storey ……………………………….

P1.3 Analyze HRM from a strategic perspective …….……………………

Task 02

P2.1 Review and explain a model of flexibility…………………………….

P2.2 Describe the need for flexibility ………………………..………………..

P2.3 Evaluate the advantages and .............…………………………………

Task 03

P3.1 Describe the forms of discrimination …..……………………………….

P3.2 Review how the legislative framework ………………………………..

P3.3 Explain a range of current initiatives …………………………………..

P3.4 Compare and contrast equal opportunities…………………………..

Task 04

P4.1 Explain performance management………………………………………..

P4.2 Critically evaluate different human …………..

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1 | London College of Business


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P4.3 Evaluate the impact of globalization …………………………………..

P4.4 Review the impact of different national ………………………………

Bibliography…………………………………………………………………………………….

Task 11.1 Explain Guests model of hard-soft, loose-light dimensions of

HRM

Human resource management is defined as a strategic and coherent approach to the management of an organization’s most valued assets the people working there who individually and collectively contribute to the achievement of its objective. (Michael Armstrong 2007)

As Guest 1999 comments, the drive to adopt HRM is … based on the business case of a need to respond to an external threat from increasing competition. It is a philosophy that appeals to managements who are striving to increase competitive advantages and appreciate that to do this they must invest in human resource as well as new technology.

The soft version of HRM traces its roots to the human – relations school; it emphasizes communication, motivation and leadership. In the words of Guest 1999, as means rather than objects, but it does not go as far as following Kant’s (2003[1781]) advice: Threat people as ends unto themselves rather than as means to an end. The soft approach to HRM stresses the need to gain the commitment – the ‘heart and minds’ – of employees through involvement, communications and other methods of developing a high - commitment, high – trust organization. Attention is also drawn to the key role of organization culture.

The hard model of HRM as a process emphasizing ‘the close integration of human resource policies with business strategy which regards employees as resources to be managed in the same rational way as any other resource being exploited for maximum return’. In contrast, the soft version of HRM sees employees as ‘valued assets and as a source of competitive advantages through their commitment, adaptability and high level of skills and performance’. (Michael Armstrong P.13-14. 2008)

1.2 Review the differences between storey definitions of HRM and personnel and IR practices



Storey (1992) has established a theoretical model based on his perception of how organizations have evolved from predominant personnel and IR practices to HRM practices as he called it ‘a model of the shift to human resource management. His model is based on ideal types and thus there are no organizations, which conform the picture in reality. Storey also underlines twenty-seven points of difference between Personnel and IR against HRM. He begins his approach by defining four elements, which distinguish HRM:

27 points of differenceDimension Personnel and IR HRM

BELIEVS AND ASSUMPTIONS

Contract Careful delineation of written contracts

Aim to go ‘beyond contract’

Rules Importance of devising clear rules/ mutuality

‘Can- do’ outlook; impatience with ‘rule’

Guide to management action

Procedures ‘Business need’

Behavior referent Norms/ custom and practice

Values/mission

Managerial Task vis-à-vis labor

Monitoring Nurturing

Nature of relations Pluralist UnitaristConflict Institutionalized De-emphasized

STRATEGIC ASPECTS

Key relations Labour management CustomerInitiatives Piecemeal IntegratedCorporate plan Marginal to Central toSpeed of decision Slow FastLINE MANAGEMENT

Management role Transactional Transformational leaderKey managers Personnel/ IR specialists General/business/line

managersCommunication Indirect DirectStandardization High (e.g. ‘parity’ an

issue)Low (e.g. ‘parity’ not seen as relevant

16 Prized management skill Negotiation FacilitationKEY LEVERS

Selection Separate, marginal task Integrated, key-taskPay Job evaluation (fixed

grades)Performance-related

Conditions Separately negotiated HarmonizationLabor management Collective bargaining

contractsTowards individual contracts

Thrust of relationswith stewards

Regularized through facilities and training

Marginalised (exception of some bargaining for change models)



Job categories and grade Many FewCommunication Restricted flow Increased flowJob design Division of labour TeamworkConflict handling Reach temporary truces Manage climate and

cultureTraining & development Controlled access to

coursesLearning companies

Foci of attention for interventions

Personnel procedures Wide ranging cultural structural and personnel strategies

Through the beliefs and assumptions he sees in HRM an aim to go beyond contract, a more of a nurturing job of management being a coach rather than a policeman and a more unitarist approach in relations. In strategic aspects he sees differences in a more customer oriented approach with fast speed of decision making and central cooperate plans. A more transformational leadership is seen in HRM rather than the transactional in PM and IR with the line managers as key staff, direct communications and low standardization. (Christos Theophilou 2007)

1.3 Analyze HRM from a strategic perspective and its implications for the role of the line manager and employees with suitable examples.

Taking into account the concepts of the resource-based view and strategic fit, Delery and Doty 1996 contend that ‘organizations adopting a particular strategy HR practices that are different from those required by organizations adopting different strategies’ and that organizations with ‘greater congruence between their HR strategies and their strategies should enjoy superior performance’. They identify three HRM perspectives:

1. The universalistic perspective – some HR practice are better than others and all organizations should adopt these best practice. There is a universal relationship between individual ‘best’ practice and firm performance.

2. The contingency perspective – in order to be effective, an organization’s HR policies must be consistent with other aspects of the organization. The primary contingency factor is the organization’s strategy. This can be described as ‘vertical fit’.

3. The configurationally perspective – this is a holistic approach that emphasizes the importance of the pattern of HR practice and is concerned with how this pattern of independent variables is related to the dependent variable of organizational performance. (Michael Armstrong P.39. 2008)



Task 22.1 Review and explain a model of flexibility and show how this might be applied in practice

The model of Flexibility at Somerfield

Employee with a minimum of 26 weeks continuous service may ask the company to consider a request to work flexibly. Qualifying employees can request a change to their contracted hours, working pattern and or places of work where such a change would facilitate the care of a child. The company is under a duty to consider any application. Only one application to work flexibility maybe made each year, if it is accepted it will result in a change to the employee’s terms and conditions of employment.

Eligibility

In order to make a request to work flexibly you must:

Be an employee

Have a child under the age of six years old, or a disabled child under 18 by the child’s mother, father, adopter, guardian or foster parent. Alternatively the law still applies if you are married to, or the partner of the child’s mother, father, adopter, guardian or foster parent

Have or expect to have responsibility for the child’s upbringing by making the application to enable them to care for the child.

Have worked for the company for at least 26 continuous weeks at the date the application is made

Have made the application on later than 2 weeks before a child’s sixth birthday or 18th birthday in the case of disabled child.

Not have made another application to work flexibly under this right during the previous 12 months. (Somerfield 2005)

2.2 Describe the need for flexibility and types of flexibility which may be developed by your organization and give an example of how they can be implemented

Need for Flexibility



The need of the flexibility strategy should be to develop a ‘flexible firm’ (Atkinson, 1984) by providing for greater operational and role flexibility.

- Take a radical look at traditional employment patterns to find alternative to full-time, permanent staff. This may take the form of segregating the workforce into a ‘core group’ and one or more peripheral groups.

- Think about outsourcing – getting work done by external firms or individuals.

- Encourage multiskilling to increase the ability of people to switch jobs or carry out any of the tasks that have to be undertaken by their team. (Michael Armstrong P.167. 2008)

Functional Flexibility: is sought so that employees can be redeployed quickly and smoothly between activities and tasks. Functional flexibility may require multi-skilling.

For example, it may mean a reduction in demarcation lines between occupations, or in boundaries between individual jobs. There are fewer jobs reserved for employees with specific occupational backgrounds: in the NHS, for example, nurses are increasingly taking on functions formerly reserved for medical staff. Job definitions become increasingly unhelpful in many workplaces, particularly where team working or multiskilling is introduced

Financial flexibility: provides for pay levels to reflect the state of supply and demand in the external labour market and also means the use of flexibility pay systems that facilitate either functional or numerical flexibility. Example, by sales staff, performance (or profit) related pay has spread to other groups throughout the workforce. This element of flexibility is important to employers as a means of linking costs to output and reducing the importance of the link between pay and prices.

Flexibility in the pattern and organization of work which describes a wide range of practices including:

- Numerical flexibility or the ability of firms to adjust the number of employees or the number of hours worked to reflect business needs. Many more employees are now on short-team or temporary contacts, or are employed on a part time basis, or self-employed. This issue is discussed more fully later. We note her simply that the changes are driven primarily by changes in the nature of employer’s business.



Example, supermarkets employ part-time labour so as to better match the hours when customers prefer to shop; temporary contract for nurse may be used to match peak demand for hospital services.

- Working time or flexibility, which relates to variations in the number and timing of hour’s flexibility worked.

Example, include flexi time, annual hours contracts and overtime;

- Location flexibility, or flexibility for employees to work away from the office base,

Example, home working and teleworking (Paul. S & Mick. M P.230 & 231 1998)

2.3 Evaluate the advantages and disadvantages of flexible working practices from both the employee and the employer perspective.

The advantages

Employer

The most common factors driving organization to adopt more flexible working practices are:

- Increased competitiveness both nationally and globally- New technology- Changes in labour demand and supply- Government policies

Whit regard to flexibility in the pattern and organization of work the main needs for employers are:

- Enables employers to match work provisions more closely with customer/product demand

- Reduces fixed costs.- Aids recruitment and retention of employees- Increase productivity – those working for a reduced period of time

are likely to be less tired less stressed- Reduces absence and labour turnover.

Employee

Survey evidence of employees’ reactions to flexible working arrangements is thin, but generally they are perceived as a ‘good thing’, offering employees:

- He ability to combine work with outside with outside interests



- Greater job satisfaction- Improved motivation- Less tiredness

The disadvantages

Employer

- Increased training costs- Higher direct costs- More complex administration - Communication difficulties - Management of the ‘flexible’ workforce.

Employee

- Unequal treatment in terms of pay and benefits- Reduced career development opportunities- Limited training opportunities- The ‘psychological contract’ is threatened- Increased job insecurity- Increase stress.

(Paul. S & Mick. M P.237 & 238 1998)

Task 33.1 Describe the forms of discrimination that take place

Statement of intent



Somerfield will not discriminate against the many people in our society that experience discrimination or lack of opportunity for reasons which are unjust. These include disability (including mental illness), culture, religion or belief, colour, ethnic origin, language, political beliefs, gender, sexual orientation, age, marital status, responsibility for dependents.. This list is not exhaustive and many other factors may contribute to discriminatory experiences.

Somerfield will challenge discrimination and lack of opportunity in its own policy and practice and that in employment practices and provision of services it will strive to combat all direct or indirect forms of discrimination.

Discrimination can take one or more of the forms set out below.

Direct discrimination is treating one person less favourably than another in the same or similar circumstances, or segregating them from others solely because they have for example a disability or illness. Refusing to employ someone who has the required skills because they are, for example, deaf, over a certain age or pregnant would constitute such discrimination.

Indirect discrimination occurs where there is a provision, criterion or practice which applies equally to everyone but which, in practice, has an adverse impact on a particular group and cannot be justified.

For example an unnecessary physical or age requirement can discriminate against women or disabled people.

Abuse and/or harassment – Discrimination also covers actions which amount to abuse and/or harassment of people or groups of people because, for example, they have a disability or illness, are a member of a national or ethnic minority group, a woman, a lesbian, an older person.

Victimisation occurs when a person is treated less favourably or is discriminated against because she/he has pursued or intends to pursue their rights in respect of alleged discrimination. This protection can also include any person who supports the person pursuing their rights.

Racist incident (Macpherson Report, 1999)

Any incident which is perceived to be racist by the victim or any other person. If the affected person doesn’t want to complain, another person may do so.

Discrimination in any of the forms stated above is unacceptable, regardless of whether there was any intention to discriminate or not.



Somerfield will take every reasonable step to ensure that no-one connected with the organization receives less favorable treatment than others

EmploymentSomerfield will ensure that:

Discussion and in-house training is undertaken as necessary for personnel to combat discrimination at work.

Practice and procedures reflect the physical, cultural and religious needs of any employees and volunteers as well as those to whom services are extended.

All other appropriate measures are taken to ensure job satisfaction as well as the delivery of services to individuals and organizations.

Recruitment and selection

Staff appointments will be monitored to ensure no discrimination is occurring at the point of selection.

3.2 Review how the legislative framework and any proposed changes relating to discrimination in the workplace can be applied by your organization.

Prior to the 1970s, typical personnel practitioners would have readily understood what was required of them in terms of the law and equality of opportunity in the workplace. The legislative framework was very simple and there are several key pieces of legislation relating to equal opportunities.

Act Areas covered Sex Discrimination Act 1975 Sex and marital status (the latter

referring specifically to persons who are married)

Sex Discrimination (Gender Reassignment) Regulation 1999

Persons who intend to undertake a sex change, are currently in the process of doing so or have completed treatment

Race Relations Act 1976 Race, colour, nationality or ethnic origins

Race Relations (Amendment) Act 2000

The duty of public authorities to take positive action to promote good race relations

Disability Discrimination Act 1995

Disabled persons

Disability Discrimination Act(Amendment) Regulations 2003

Removal of the exemption for employee of fewer than 15 people; shift in the burden of proof

Employment Equality (Sexual Religion or similar belief



Orientation) Regulations 2003Equal Pay Act 1970 Male and female pay for like work,

rated as equivalent, and work of equal value

Rehabilitation of Offenders Act 1970

Persons with spent convictions

Employment Equality (Sexual Orientation)

Orientation toward persons of the same sex, of the opposite sex, shift of both the same sex and the opposite sex

Human Rights Act 1998 Prohibition of forced labour and slavery; right to respect for private and family life

(Margaret Foot & Carline Hook P.69.2005)

If you believe that you have been discriminated against you should, if appropriate, raise the matter with you line manager in the first instance. In circumstance where this is not appropriate, you should ideally take the matter to the next level of senior Management.

Recognizing the sensitivity that is often associated with case of this type, and in addition to the Grievance Procedure, the company has a specific Harassment and Bullying Policy. Please refer to these documents for details of how you should communicate and escalate any complaint of this nature that you may have.

All applicants for employment with Somerfield will be treated equally and with respect. No unjustifiable conditions should be imposed in relation to any job and adverts mush not suggests that Somerfield has any intention of unlawfully discrimination against applicants.

Opportunity for promotion and training of staff will be open to all and based purely on merit.

The application of he company’s policies and procedures and particularly the disciplinary and Grievance procedures will be consistent, fair and transparent.

If you require advice in relation to the application of this policy in regards to recruitment and training or employee relation matters, you should contact the Employee Relation call center. (Somerfield 2005)

3.3 Explain a range of current initiatives and practices which focus on equal opportunities in employment.

The employment equality (religion or belief) regulation 2003 outlaw discrimination based on religion or similar philosophical beliefs.



Whether a set of beliefs is recognized under regulation will be for employment tribunals to decide.

For example, humanism would be recognized as a set of beliefs similar to a religion, but political beliefs normally would not be covered. The regulations work in similar way to the sexual orientation regulations in terms of type discrimination and the possibility of a GOR for certain positions.

Many commentators agree that key challenge to employers in dealing with religious discrimination will probably in the area of harassment. Communication with employees and the creation of culture of tolerance and acceptance of diversity will come even more important.

Sexual orientation refers to gay and lesbian preferences, heterosexuality and bisexuality. These are not covered by the equality regulations. The regulations apply to recruitment and selection and to treatment in the workplace, such as opportunities for training and promotion. Harassment is defined as unwanted conduct that intimidates or humiliates an individual, affecting their dignity or creating a hostile work environment. It may be possible to identify a genuine occupational requirement for some posts, in which case a particular sexual orientation may be specified during recruitment.

If anyone interested in such a post feels that they have been unfairly excluded on this basis, they can challenge the GOR at an employment tribunal, which is ultimate arbiter of the acceptability of GORs.(Margaret Foot & Carline Hook P.70 - 71.2005)

P3.4-Compare and contrast equal opportunities and managing diversity Equal opportunities are at the heart of a policy for dealing with the management of diversity or cultural differences, and organizations have policies covering the area to assert their intention to provide equal opportunities for all categories of staff.

The term is sometimes held to concentrate on avoiding discrimination or unfairness as between groups, but it should be more proactive than this.

It should involve acknowledging, tolerating and indeed welcoming difference. It can also involve being proactive, as in what the Americans call ‘affirmative action’ such as boosting the proportion of minority groups in employment.

It also needs to emphasize that equal opportunities is not just something to be pursued by management, but is the responsibility of all workers towards each other.



Bullying and harassment are practices which are sometimes pursued by managers, but much more frequently by workers or groups of workers against each other. (Rosemary P.160. 2002)

Managing diversity means ‘that people should be valued as individuals for reasons relating to business interests, as well as for moral and social reasons. It recognizes that people can bring fresh ideas and perception which can make the way work is done more efficient and products and service better (Institute of personnel and Development (IPD) 1997).

In order for diversity management to work there must be involvement from a wide range of people, form the chief executive and the board through to the human resource management and the line mangers. According to the CIPD ‘managing diversity needs to become a mainstream issue which influences all employment policies and working practices’ (IPD 1997)

Task 44.1 Explaining performance management in practice.

Armstrong and Baron 1998 define performance management as:A process which contributes to the effective management of individuals and teams in shared understanding about what is to be achieved and an approach to leading and developing people which will ensure it is achieved.

Although the aim of performance appraisal is undoubtedly to improve individual and consequently organizational performance.

According to the CIPS 2004 the tools typically used in performace management include the following:



Objectives and performance standards Performance and development reviews Measurement Pay Learning and development Coaching Competences and competencies 360 feedback Teams Performance problem solving (Margaret Foot & Carline Hook

P.288.2005)

Performance management derives from the human resource management approach as a strategic and integrated approach to the management and development of people. It emphasis the important role of line managers to take responsibility for the management of the performance of the people in their department.

It uses the techniques of performance appraisal but prefers to use the more objective types, such as management by objectives. Line managers also have responsibility to review progress and development throughout the year, not just personnel management or the senior management them.

Performance management is above all a process for sharing an understanding about what needs to be achieved, and then managing and developing all directions and employee involvement are also extremely important. If the performance appraisal and performance management carried out correctly, in a way that fits with the organization’s culture and can contribute to most of. (Margaret Foot & Carline Hook P.294.2005)

4.2 Evaluate the Human resource practice in your work place.

Any organization’s success will depend largely on whether its employees perform well. It is recognized that library and information services exist, in the main, as part of a larger organization that will have its own human resource management policies and practices. Somerfield has its responsibility to work with human resource practitioners to understand and shape policies and practices, and adapt specific human resource management interventions to suit the organizational culture and readiness of their library and information service.

The Human Resources Management (HRM) function includes a variety of activities, and key among them is deciding what staffing needs you have and whether to use independent contractors or hire employees to fill these needs, recruiting and training the best employees, ensuring they



are high performers, dealing with performance issues, and ensuring your personnel and management practices conform to various regulations. Activities also include managing your approach to employee benefits and compensation, employee records and personnel policies. Usually small businesses (for-profit or nonprofit) have to carry out these activities themselves because they can't yet afford part- or full-time help. However, they should always ensure that employees have -- and are aware of -- personnel policies which conform to current regulations. These policies are often in the form of employee manuals, which all employees have.

The HRM function and HRD profession have undergone tremendous change over the past 20-30 years. Many years ago, large organizations looked to the "Personnel Department," mostly to manage the paperwork around hiring and paying people. More recently, organizations consider the "HR Department" as playing a major role in staffing, training and helping to manage people so that people and the organization are performing at maximum capability in a highly fulfilling manner.

4.3 Evaluate and explain the impact of globalization on issues such as Human resource planning.

Globalization, which requires organizations to move people, idea, products and information around the world to meet local needs. New and important ingredients must be added to the mix when making strategy: volatile political situations, contentious global trade issues, fluctuating exchange rates and unfamiliar cultures.

It has been said for many years now that the world is getting smaller and with the advent of the internet this is in one way at least becoming truer. We can manage and be managed from a great distance. We are able to access development opportunities form the comfort of our own home or workplace.

In our new world, where change, complexity and speed dispel the success of our traditional approaches to developing our managers, we have no choice but to invent new concepts on how development is best achieved. Add to this the omnipresence of cyberspace which makes it far easier to take learning to the managers, than to take the manager to available data, which means we must be frugal but focused on learning what actually helps. The future will insist on continuous, local individually tailored learning.

1. Learn what you do not yet need when you do not yet need it. It will help you to understand and interpret what is really happening rather than what you existing paradigm suggests is happening.

2. Learn only what others do not already know.



3. Reach out through cyberspace and leave markers of your questions and encourage others to reach back to you with more question and answers.

4. Remember all learning has stamped on it a ‘sell by’ date. (Eddie Obeng. Pentacle the Virtual Business School). David Megginson & Paul Banfield. P. 180. 2000)

4.4 Review the impact of different national cultures and practices human resource professionals can employ to manage a culturally diverse workforce.

The easiest way to think in terms of cultural difference is on the basis of nationality, but given the polyglot nature of many countries, cultural differences also apply within countries. Geert Hofstede 1980 identified four base dimensions of the differences between national cultures.

1. Power distance, is concerned with how far the culture encourages superiors to exert power. In a country where power distance is large, being a boss is about exerting power, but in a small power distance country, superiors and subordinates consider each other to be colleagues, so that inequality between them is minimized and superiors are accessible.

2. Uncertainty avoidance raises the issue of the extent to which a culture encourages change and risk-taking. In strong uncertainty avoidance countries people feel threatened by uncertain situations and experience high levels of stress in change, whereas in a weak uncertainty avoidance culture the uncertainty which is inherent in life is easily accepted, which means less stress and less need for rules.

3. The individualism collectivism dimension in the extent to which a culture encourages individual as opposed to collective concerns. In a individualistic culture identity is based on the individual, whereas a collectivist culture is characterized by tighter social framework and the emphasis is on belonging to the group and being a good member of it.

4. Masculinity femininity is somewhat unfortunately named since it follows the stereotyping of gender roles. Since it follows the stereotyping of gender role. Masculinity has an emphasis on the achievement of goals and focus on winning as opposed to losing. Here the quality of life matters more than money, and people and the environment are also important.

The implication of cultural differences do have a significant impact on how organizations operate, and also therefore on policies for managing people. (Rosemary Thomson P.161. 2002)



Bibliography

Michael L. Nieto. 2006. An introduction to Human Resource Management: Palgrave Macmillan.

Thomas N, Garavan, Pat Costine & Norean Heraty. 1995. Training & Development in Ireland: E-book.

Easterby-Smith. M 1986. Evaluation of Management Education Training & Development, Aldershot: Gower.

David. M, Paul. B & Jennifer. 2000. Human Resource Development: Kogan Page Limited.

Rose Thomson. 2002. Managing People: British Library

Kelvin Cheatle. 2001. Human Resource Management: Palgrave.

Margaret Foot & Caroline Hook. 2005. Introducing Human Resource Management: Pearson Education.



Christopher Mabey, Graeme Salaman & John Storey. 2001. Human Resource Management a strategic Introduction: Blackwell Publishers.

Michael L. Nieto. 2006. An Introduction to Human Resource Management An integrated Approach: Palgrave Macmillan.

Paul Sparrow and Mick Marchington. 1998. Human Resource Management the new agenda: Great Britain.

J. Steven Mckenzie and William Traynor. 2002. Human Resource Management Careers: McGraw-Hill.

Peter Sheal. 1999. The Staff Development Hand Book: Kogan Page Limited. Strategic Human Resource Management

(CMS Cameron McKenna LLP .03/06)


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