FPPRM01 2012 VERSION 3

FACULTY OF MANAGEMENT SCIENCES

DEPARTMENT OF PEOPLE MANAGEMENT AND DEVELOPMENT

LEARNER GUIDE 2012

FOUNDATION PERSONNEL MANAGEMENT

SUBJECT CODE: FPPRM01

COMPILED BY: PK Smit

January 2012

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THE LEARNER GUIDE 1. Serves as frame of reference for the contents of the subject.

2. Guides the student and the lecturer in preparing for classes and the education situation. 3. Provides guidelines for self-study:

Only forms the basis for the presentation of the subject. The mission of Tshwane University of Technology refers to the presentation of state-of-the-art technology. Lecturers have the right to add new developments in the specific subject field to the education of the students and to examine students on these additions. The study guide does not limit the scope of the examination. Test and examination questions may be obtained from additional sources and lecturers or applications found in practice. COPYRIGHT: Tshwane University of Technology Private Bag X680 PRETORIA 0001 All rights reserved. Apart from any reasonable quotations for the purposes of research criticism or review as permitted under the Copyright Act, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy and recording, without permission in writing from the publisher.

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HOW TO USE THIS LEARNER GUIDE The purpose of this learner guide is to assist you in your preparation for your classes, tests and exam. Use this guide to obtain the necessary organizational information as well as the specific outcomes required for competency. The following icons are used:

Assessment criteria

Resources

Assignments

Important

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Table of Contents

1. SECTION A: ORGANIZATIONAL COMPONENT...............................21 1.1 INTRODUCTION........................................................................21 1.2 PURPOSE OF THE SUBJECT.......................................................21 THE FREQUENT CONSULTATION OF THE STUDY GUIDE IS ESSENTIAL, AS THE GUIDE DEFINES:.................................................................21

THE LEARNING GOALS EXPECTED FROM YOU;................................21

WHICH WORK IS GOING TO BE DEALT WITH; AND...........................21

WHICH WORK MUST BE PREPARED?..............................................21 1.3 THIS SUBJECT WILL FOCUS ON THE FOLLOWING ASPECTS:.........22 1.4 SPECIFIED OUTCOMES OF THIS SUBJECT...................................22 FOUNDATION PERSONNEL MANAGEMENT I PRIMARILY AIM TO INTRODUCE STUDENTS TO THE THEORY AND PRACTICE OF ALL THE OPERATIVE FUNCTIONS REQUIRED IN HUMAN RESOURCES MANAGEMENT. STUDENTS ARE FAMILIARIZED WITH THE FUNCTION HUMAN RESOURCES MANAGEMENT AND WHERE HUMAN RESOURCE MANAGEMENT FITS INTO THE ORGANISATIONS TOTAL OPERATIONS. .....................................................................................................22

THE PURPOSE IS TO SUPPLY STUDENTS WITH A SUFFICIENT FOUNDATION FOR THE MORE COMPREHENSIVE WORK IN PERSONNEL MANAGEMENT I, II AND III. ...........................................................22 1.5 CREDITS ALLOCATED...............................................................22 1.6 LEARNING ASSUMPTIONS.........................................................23 TO PREPARE THOROUGHLY FOR EACH LECTURE.............................23

TO CONTINUOUSLY PLACE THEMSELVES IN THE POSITION OF AN PERSONNEL PRACTITIONER AND CRITICALLY APPROACH AND SOLVE PROBLEMS.....................................................................................23

ACTIVELY INVOLVED IN CLASS DISCUSSION...................................23

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1.7 PRESCRIBED LITERATURE.........................................................23 1.8 RECOMMENDED LITERATURE....................................................23 1.9 GENERAL INFORMATION ON:....................................................23 1.10 DATES OF LECTURES AND TESTS............................................24 TEST 1 15%................................................................................24

TEST 2

15%................................................................................24

MIDYEAR TEST 5 30% 60%..........................................................24

SICK TEST 1.................................................................................24

TEST 3

15%................................................................................24

TEST 4

15%................................................................................24

ASSIGNMENT 1 10% 40%...........................................................24

SICK TEST 2.................................................................................24

PREDICATE

60% + 40% = 100%..................................................24

1.11 PREDICATE COMPOSITION......................................................24 THE FINAL MARK IS CALCULATED AS FOLLOWS:.............................24 1.12 ABSENTEEISM..............................................................................25 1.13 STUDENTS DISCIPLINE AND CO-ORDINATION ASPECTS....................................25 REGULATIONS PERTAINING TO CLOTHES MUST BE OBSERVED;........25

PUNCTUALITY IN RESPECT OF CLASS ATTENDANCE IS ESSENTIAL;. .25

MAINTAINING OF POSITIVE ATTITUDES TOWARDS LECTURES WILL BE EXPECTED OF STUDENTS;...............................................................25

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STUDENTS WILL BE ASKED TO ASSIST LECTURES WITH DEPARTMENTAL TASKS AS THE NEED ARISES;.................................25

THE UPWARD COMMUNICATION CHANNELS TO THE DIFFERENT ACADEMIC LEVELS ARE STRUCTURED AS FOLLOWS, AND STUDENTS MUST COMPLY WITH THESE DIRECTIVES:........................................25

EXAMINATION REGULATION MUST BE STRICTLY COMPLIED WITH....25

A CLEAR DISTINCTION SHOULD BE DRAWN BETWEEN ADMINISTRATIVE AND ACADEMIC MATTERS. STUDENTS SHOULD INVOLVE THE LECTURER ONLY IN THE LATTER.................................26 1.14 FORMAT OF ASSESSMENT......................................................26 INTEGRATED ASSESSMENT: .........................................................26

CONTINUOUS EVALUATION OF MASTERY OF THEORETICAL/ACADEMIC COMPONENTS OF LEARNING BY WAY OF ........................................26 1.15 PROMOTION REQUIREMENTS..................................................26 1.16 EVALUATION TERMINOLOGY...................................................26 DEFINE........................................................................................26

ANALYSE.....................................................................................26

DISCUSS......................................................................................26

EXPLAIN......................................................................................27

SET OUT......................................................................................27

DESCRIBE....................................................................................27

COMPARE....................................................................................27

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INDICATE.....................................................................................27

NAME, LIST AND TABULATE..........................................................27

EVALUATE....................................................................................28

DIFFERENTIATE............................................................................28

PROVE / SUPPORT........................................................................28

2. SECTION B: STUDY COMPONENT (SYLLABUS) ............................29 2.1 CHAPTER 1 HUMAN

RESOURCE MANAGEMENT

(HRM)

AND THE WORLD OF WORK .....29

UNDERSTAND THE WORLD OF WORK.............................................29

WHY WE WORK............................................................................29

THE CHANGING WORLD OF WORK.................................................29

THE DIFFERENCE BETWEEN PERSONNEL MANAGEMENT AND HUMAN RESOURCE MANAGEMENT...............................................................29

EXPLAIN PRODUCTION FACTORS...................................................29

DISCUSS THE PRODUCTION FACTORS............................................29

DIFFERENTIATE BETWEEN PERSONNEL MANAGEMENT AND HRM.....29

EXPLAIN HOW THE WORLD OF WORK HAS CHANGED IN THE LAST 250 YEARS...........................................................................................29

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ILLUSTRATE AND EXPLAIN THE HUMAN RESOURCE MANAGEMENT CYCLE...........................................................................................29

HUMAN RESOURCE MANAGEMENT.................................................29

PATERNALISTIC............................................................................29

FRINGE BENEFITS.........................................................................29

LABOUR UNIONS..........................................................................29

DOWNSIZING...............................................................................29

AGRARIAN SOCIETY......................................................................30

INDUSTRIAL REVOLUTION.............................................................30

THE THEORY OF SCIENTIFIC MANAGEMENT....................................30

GIVE THE BUSINESS A NAME.........................................................30

WHERE BUSINESS IS SITUATED.....................................................30

WHAT TYPE OF BUSINESS IT IS.....................................................30

WHY HAVE YOU DECIDED ON THIS BUSINESS?...............................30

BOOKS:.......................................................................................30 2.2 CHAPTER 2 HUMAN RESOURCE

PLANNING ...............................................31

EXPLAIN THE STEPS IN THE HR PLANNING PROCESS......................31

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ANALYZING WHETHER WE NEED TO APPOINT A PERSON OR NOT. . . .31

DISTINGUISHING BETWEEN A JOB AND A TASK...............................31

DISTINGUISHING BETWEEN THE DIFFERENT WAYS TO COLLECT JOB RELATED INFORMATION.................................................................31

DESCRIBING VARIOUS TASKS AND SHOWING HOW THESE CAN BE LINKED TOGETHER TO FORM JOBS...................................................31

DRAWING UP A JOB DESCRIPTION.................................................31

DRAWING UP A POST PROFILE......................................................31

SHOWING THE IMPORTANCE OF JOB DESCRIPTIONS IN THE WHOLE HR PROCESS..................................................................................31

NEEDS ANALYSIS.........................................................................31

JOB ANALYSIS..............................................................................31

JOB DESIGN .................................................................................31

ORGANIZATIONAL DESIGN............................................................31

JOB DESCRIPTION.........................................................................31

SELECTION CRITERIA....................................................................31

PAY OR REMUNERATION...............................................................31

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A JOB...........................................................................................31

JOB ANALYSIS..............................................................................31

JOB DESIGN..................................................................................31

JOB DESCRIPTION.........................................................................31

BOOKS:.......................................................................................32 2.3 CHAPTER 3 HUMAN

RESOURCE PROCUREMENT ...........................................33

HR PROCUREMENT.......................................................................33

RECRUITMENT..............................................................................33

RECRUITMENT METHODS..............................................................33

SUBJECTIVITY AND OBJECTIVITY....................................................33

MINIMUM REQUIREMENTS.............................................................33

OFFER OF EMPLOYMENT...............................................................33

INDUCTION..................................................................................33

THE LAW AND RECRUITMENT AND SELECTION................................33

CHOOSING THE BEST RECRUIMENT METHOD..................................33

DRAFTING AN EFFECTIVE ADVERTISEMENT....................................33

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WORKING THROUGH THE CV PRE-SELECTION PROCESS..................33

USING AN INTERVIEW PLAN AND CONDUCTION AN INTERVIEW........33

DRAFTING AN OFFER OF EMPLOYMENT..........................................33

DRAFTING AND CONDUCTION AN INDUCTION PROGRAMME.............33

PROCUREMENT............................................................................33

RECRUITMENT..............................................................................33

ADVERTISING...............................................................................33

RECRUITMENT AGENCIES..............................................................33

BOOKS:.......................................................................................34 2.4 CHAPTER 4 TRAINING

AND DEVELOPMENT PROGRAMMES.................................36

TRAINING AND DEVELOPMENT......................................................36

PRINCIPLES OF LEARNING THAT APPLY TO TRAINING LEARNER, TRAINER AND LINE MANGER...........................................................36

LINKING TRAINING TO THE BUSINESS MISSION AND VISION............36

TRAINING NEEDS ANALYSIS..........................................................36

TRAINING METHODS.....................................................................36

TRAINING PLAN............................................................................36

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TRANSFER OF TRAINING...............................................................36

EVALUATION OF TRAINING............................................................36

LINKING AN ORGANIZATIONS VISION TO ITS TRAINING NEEDS.......36

COMPILING A TRAINING PLAN CHECKLIST......................................36

RECOGNIZING BARRIERS TO EFFECTIVE TRANSFER OF TRAINING....36

EVALUATION TRAINING.................................................................36

COMPARING WAYS OF EVALUATING TRAINING...............................36

TRAINING....................................................................................36

DEVELOPMENT.............................................................................36

BOOKS:.......................................................................................37 2.5 CHAPTER 5 REMUNERATING

AND EVALUATING STAFF.....................................38

REMUNERATION...........................................................................38

DIFFERENT KINDS OF REMUNERATION BENEFITS...........................38

FACTORS INFLUENCING REMUNERATION.......................................38

EQUITY AND REMUNERATION........................................................38

DETERMINING REMUNERATION.....................................................38

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PERFORMANCE MANAGEMENT......................................................38

PERFORMANCE MANAGEMENT PRINCIPLES....................................38

PERFORMANCE PLANNING............................................................38

PERFORMANCE APPRAISAL...........................................................38

PERFORMANCE APPRAISAL TECHNIQUES.......................................38

ASSESSORS.................................................................................38

THE PERFORMANCE APPRAISAL INTERVIEW...................................38

LINKING PERFORMANCE TO PAY....................................................38

IDENTIFYING THE MISTAKES THAT ASSESSORS MAKE WHEN EVALUATING EMPLOYEES...............................................................38

APPLYING THE SIMPLE RANKING METHOD OF JOB EVALUATION......38

USING A SALARY SURVEY TO DETERMINE SALARY..........................38

WHAT IS A CURRICULUM VITA? (2)................................................39

WHO NEEDS A CV? (1)..................................................................39

WHY IS A GOOD CV IMPORTANT? (2).............................................39

WHAT INFORMATION IS CAPTURED IN A CV? (2)............................39

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NAME A FEW IMPORTANT HINTS WHEN DRAWING UP A CV. (4).......39

KEEP THE ABOVE INFORMATION IN MIND AND CREATE A CV FOR YOURSELF. (7)...............................................................................39

BIBLIOGRAPHY (1)........................................................................39

NEATNESS (1)..............................................................................39

BOOKS:.......................................................................................39 2.6 CHAPTER 6 EMPLOYEE

WELLBEING.......................................................40

EMPLOYEE WELLBEING.................................................................40

SYMPTOMS OF PHYSICAL AND MENTAL HEALTH.............................40

PHYSICAL HEALTH OR WELLBEING OF EMPLOYEES.........................40

HEALTH HAZARDS IN THE WORKPLACE..........................................40

MENTAL HEALTH OR WELLBEING OF EMPLOYEES...........................40

EMPLOYEE ASSISTANCE PROGRAMMES.........................................40

CONFIDENTIALITY........................................................................40

IDENTIFYING AND DISTINGUISHING BETWEEN HEALTH HAZARDS IN THE WORKPLACE, AND THE SYMPTOMS OF PHYSICAL AND MENTAL ILL HEALTH.........................................................................................40

IDENTIFYING THE ROOT CAUSES OF EMPLOYEES SYMPTOMS AND ILL HEALTH.........................................................................................40

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OFFERING SOLUTIONS TO IMPROVE PHYSICAL HEALTH OF EMPLOYEES...................................................................................40

OFFERING SOLUTIONS TO IMPROVE MENTAL HEALTH OF EMPLOYEES .....................................................................................................40

BOOKS:.......................................................................................41 2.7 CHAPTER 7 LABOUR

RELATIONS..........................................................42

WHAT ARE LABOUR RELATIONS.....................................................42

WHO ARE INVOLVED IN LABOUR RELATIONS THE TRI-PARTITE RELATIONSHIP...............................................................................42

KEEPING THE EMPLOYMENT RELATIONSHIP HEALTH.......................42

CONFLICT....................................................................................42

THE LAW AND LABOUR RELATIONS................................................42

THE BILL OF RIGHTS ....................................................................42

THE LABOUR RELALTIONS ACT......................................................42

THE BASIC CONDITIONS OF EMPLOYMENT ACT...............................42

THE EMPLOYMENT EQUITY ACT.....................................................42

COMMON-LAW RIGHTS AND DUTIES..............................................42

GRIEVANCES................................................................................42

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DISCIPLINE..................................................................................42

DESCRIBING THE STEPS IN THE COLLECTIVE BARGAINING PROCESS 42

GIVING NEGOTIATING TIPS............................................................42

EXPLAINING THE PROCESS OF DISCIPLINARY ACTION.....................42

TABULATING THE RIGHTS AND DUTIES OF EMPLOYERS AND EMPLOYEES...................................................................................42

DISCUSSING HOW PEOPLE FEEL ABOUT LABOUR UNIONS...............42

LABOUR DISPUTE.........................................................................42

COLLECTIVE BARGAINING.............................................................42

INDUSTRIAL ACTION.....................................................................42

CONCILIATION..............................................................................42

ARBITRATION...............................................................................42

AFFIRMATIVE ACTION...................................................................42

EQUITY PLAN...............................................................................42

COMMON LAW.............................................................................42

GRIEVANCE..................................................................................42

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DISCIPLINARY CODE.....................................................................42

BOOKS:.......................................................................................43 2.8 CHAPTER 8 KEEPING

EMPLOYEES PRODUCTIVE...........................................44

PRODUCTIVITY.............................................................................44

JOB SATISFACTION.......................................................................44

MOTIVATION................................................................................44

MASLOWS NEEDS HIERARCHY......................................................44

HERZBERGS TWO-FACTOR THEORY OF MOTIVATION......................44

IMPROVING JOB SATISFACTION AND MOTIVATION..........................44

JOB ENRICHMENT.........................................................................44

JOB ENLARGEMENT.......................................................................44

JOB ROTATION.............................................................................44

IDENTIFYING THE LEVEL OF NEEDS IN TERMS OF MASLOWS NEEDS HIERARCHY....................................................................................44

WORKING WITH HERZBERGS TWO-FACTOR THEORY......................44

IDENTIFYING AND COMPARING JOB ENRICHMENT, JOB ENLARGEMENT AND JOB ROTATION, IN A TABLE .....................................................44

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JOB SATISFACTION.......................................................................44

MOTIVATION................................................................................44

SELF-ESTEEM...............................................................................44

JOB ENRICHMENT.........................................................................44

JOB ENLARGEMENT.......................................................................44

JOB ROTATION.............................................................................44

BOOKS:.......................................................................................45 2.9 CHAPTER 9 RETRENCHMENT,

DISMISSAL AND THE END OF EMPLOYMENT.................46

HOW THE EMPLOYMENT RELATIONSHIP CAN BE ENDED..................46

RESIGNATION...............................................................................46

RETIREMENT................................................................................46

RETRENCHMENT...........................................................................46

LAYOFFS......................................................................................46

DISMISSAL BEING UNFIT FOR WORK..............................................46

DEATH.........................................................................................46

THE UNEMPLOYMENT INSURANCE FUND........................................46

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COSTS INVOLVED IN ENDING THE EMPLOYMENT RELATIONSHIP......46

DESCRIBING THE STEPS IN THE RETRENCHMENT PROCEDURE.........46

DESCRIBING THE STEPS IN THE DISMISSAL PROCEDURE.................46

EXPLAINING THE PROCESS OF DETERMINING SHY SOMEONE IS RESIGNING FROM THE ORGANIZATION............................................46

SHOWING THE DIFFERENCE BETWEEN VOLUNTARY AND INVOLUNTARY ENDING OF EMPLOYMENT.........................................46

RESIGNATION...............................................................................46

RETIREMENT................................................................................46

RETRENCHMENT...........................................................................46

LAYOFFS......................................................................................46

BOOKS:.......................................................................................47 2.10 CHAPTER 10

AN OVERVIEW OF

HRM.................................................48

INDICATORS OR ORGANIZATIONAL SUCCESS..................................48

INDICATORS OF SUCCESSFUL HUMAN RESOURCE MANAGEMENT.....48

IGO MODEL..................................................................................48

THE STRATEGIC ROLE OF HUMAN RESOURCE MANAGEMENT...........48

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USING THE GAP ANALYSIS PROCESS TO SOLVE PROBLEMS.............48

IDENTIFYING KEY HUMAN RESOURCE MANAGEMENT ISSUES ..........48

BOOKS:.......................................................................................48

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1. 1.1

SECTION A: ORGANIZATIONAL COMPONENT INTRODUCTION

Prosperitas per peritiam - prosperity through skill; that is what distinguishes university of technology training from any other tertiary education. This implies that the student at university of technology receives practice-orientated schooling that enables him or her to perform effectively, without much in-service training, in a career. Foundation Personnel Management 1 will through theory and practice, give students basic knowledge of human resources management and where the human resource management function fits into the organisation. Students are also introduced to all the operative functions that ensure effective human resources management. 1.2 PURPOSE OF THE SUBJECT

The first and foremast intent with a study guide is to enhance the quality of the learning process by creating a structure within which the academic activities of this subject can attain their proper form. In this way the objectives and learning goals of each module is made know to you beforehand so that you are aware of what you will have to account for during and at the end of the course. The frequent consultation of the study guide is essential, as the guide defines: The learning goals expected from you; Which work is going to be dealt with; and Which work must be prepared?

A study guide promotes self-activity or self-tuition on the part of the student. The function of a lecturer at tertiary institution is to make knowledge available, explaining principles and set out their practical application. It is however incumbent upon the student to master the knowledge through self-tuition and make it you own. A study guide also promotes student participation during class sessions. This implies that you must be prepared when you come to class. This study guide furthermore contains important information regarding subject objectives, the syllabus, work schedules, and the prescribed textbook. Lastly, it serves as a working document. You have entered into a partnership with the lecturer in respect of profession-oriented instruction and consequently you are being well equipped in this manner to set about preparing yourself meaningfully for your professional career.

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1.3

THIS SUBJECT WILL FOCUS ON THE FOLLOWING ASPECTS:

It is important to note that different subjects in a course and different levels of the same subject in a course should not be regarded as independent and isolated entities. Consequently it is essential that the reading matter and textbooks for you various subjects be retained. File them in a logical manner, and definitely do not do away with them at the end the academic year in question. In the National Diploma Human Resources Management (Foundation) the course material is presented in such a way that the student will afterwards be able to plan any aspect in the personnel field, implement it and participates meaningfully in all the operative functions of human resources management. The course will also equip the student with the career ethics that will enable them to adapt to a future career in human resources management. After the successful completion of the National Diploma Human Resources Management (Foundation) the student should be capable of filling any position as personnel officer in a personnel department, training department or labour relations department in an organisation. On receiving your diploma you can apply to the South African Board of Personnel Practice for registration as an associate personnel practitioner on completion of a candidature. The BTech Human Resource Management allows you to apply for registration as a personnel practitioner, upon which you obtain the PPT post-nominal title. This registration is also subject to a candidature. 1.4 SPECIFIED OUTCOMES OF THIS SUBJECT

After having completed this subject, the student should have an understanding and know: Foundation Personnel Management I primarily aim to introduce students to the theory and practice of all the operative functions required in human resources management. Students are familiarized with the function human resources management and where human resource management fits into the organisations total operations. The purpose is to supply students with a sufficient foundation for the more comprehensive work in Personnel Management I, II and III. CREDITS ALLOCATED Not available yet

1.5

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1.6

LEARNING ASSUMPTIONS

The following is expected of students in addition to the formal lectures, which have a very strong practical emphasis. Students are expected to do the following in addition to the formal lectures: 1.7 To prepare thoroughly for each lecture To continuously place themselves in the position of an personnel practitioner and critically approach and solve problems Actively involved in class discussion PRESCRIBED LITERATURE

G Ekermans, Moerdyk A, Schoombee C, S. Swanepoel, X-kit undergraduate, Human Resource Management: Pearson Education, South Africa 1.8 None 1.9 1.9.1 GENERAL INFORMATION ON: Lecturers Name Telephone no Office no Consulting hours RECOMMENDED LITERATURE

Lecturer

Departmental Head 1.9.2

Dr. K. Lessing

382 4670

30-280

Subject Librarian Name Eunice Mahlangu Telephone no 012 382 4603

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1.9.3

Study Assistance

Study assistance is available to all students free of charge at the Department of Study Guidance. 1.10 DATES OF LECTURES AND TESTS

1.10.1 Class Periods Day:..................... Day:..................... 1.10.2 Test Dates 1.10.2.1 1.11 1st Semester 15% 15% 30% Time: .......... Time: .......... to............ Room:.......... to............ Room:..........

Test 1 Test 2 Midyear test 5 Sick test 1 2nd Semester

60%

1.10.2.2

Test 3 15% Test 4 15% Assignment 1 10% Sick test 2 Predicate 60% + 40% PREDICATE COMPOSITION

40% = 100%

The final mark is calculated as follows: - Examination mark 50 % - Predicate mark 50 % - Final mark 100 %

The examination consists of one three-hour paper which counts 50 % of the final mark. The other 50 % of the final mark is the predicate mark. Each student must obtain a predicate mark of at least 40 % to obtain entry to write the examination. The predicate mark is compiled from the results of the five tests and two assignments. The predicate mark counts 50 % of the final mark. Students must obtain a combined term and examination mark of at least 50 % to pass the subject. A student fails if he or she does not achieve the sub minimum of 40 % for the examination paper, despite the fact that the combined mark is 50 % or more. Homework can be taken in at any stage during the semester that will be included in the calculation of your predicate mark. Homework must be done on loose A4 24

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paper. Class tests will also be written during any stage during the semester on the preparation for every class. Class tests will also be taken into calculation on the predicate mark. Apologies for not attending classes or writing tests will only be accepted by the submission of either an original medical certificate or a letter from the student's employer within 48 hours. Should it happen that a student(s) test/exam answer book is stolen or destroyed in a fire; the student(s) will rewrite the test/exam. Only two (2) sick tests will be written. 1 after the midyear exam in the second semester and one before the November exam. 1.12 Absenteeism

Only a valid medical certificate will be accepted as grounds for failure to attend classes and for absences during the writing of tests. Such medical certificate must be handed to the lecture within seven (7) class days of the relevant time of absence. It will be for the lecture to decide which of the prescribed courses of action is appropriate in the circumstances. 1.13 Students Discipline and Co-ordination aspects

Students associated with the Department of People Management and Development must note that: Regulations pertaining to clothes must be observed; Punctuality in respect of class attendance is essential; Maintaining of positive attitudes towards lectures will be expected of students; Students will be asked to assist lectures with departmental tasks as the need arises; The upward communication channels to the different academic levels are structured as follows, and students must comply with these directives: - Step 1. Subject lecturers: These people are in the best position to solve your problems. - Step 2. Head of the Department: You may access this level only after steps 1 has been pursued. Your problem must now be put in writing. - Step 3. Dean: If success is not achieved with step 2 the actions detailed hereunder must be taken. The Head of the Department must be requested to provide you with a written reply to your representations. This reply, together with the representations, is then submitted to the Dean for consideration. Examination regulation must be strictly complied with. 25

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1.14

A clear distinction should be drawn between administrative and academic matters. Students should involve the lecturer only in the latter. FORMAT OF ASSESSMENT

A final assessment of learning that occurred during the semester is done by means of a three hour written examination, which takes place at the end of each semester. The actual format of the examination paper will be discussed during the last periods of the semester. The students will be assessed on all the objectives as indicated in the learner guide presented to the students in preparation for all the tests and assignments done during the assessment year. Integrated assessment: Continuous evaluation of mastery of theoretical/academic components of learning by way of - examinations tests, - presentations, - case studies, - projects and - assignments. PROMOTION REQUIREMENTS

1.15

A sub minimum of 40 % predicate mark is required for admittance to the exam. 1.16 EVALUATION TERMINOLOGY

Learners are expected to reach a number of specific study objectives. These study objectives are formulated and described in terms of specific verbs that indicate what you are expected to be able to do once you have mastered a study unit. Some examples of such verbs are: define, describe, discuss, evaluate, compare, etc. To assist you, the most important of these terms are briefly explained below. Please note that while there are no absolute distinctions between these verbs, and that there is a degree of overlap in the meanings of these terms, there are a number of clear differences with regard to the essential meanings of these verbs. Define

This requires a short and concise description of the meaning of a specific word, concept or idea. Where possible, elements are specified and explained by means of examples. Where necessary, similarities and contrasts between the word, concept or idea and other related words, concepts or ideas are spelt out. Analyse

In order to analyse a phenomenon, it must first be thoroughly studied. Then distinguishing elements are highlighted, causes and effects are identified, and the underlying relationships are pointed out. Discuss

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Unlike in the case of "describe", in order to "discuss", you are required to give a detailed view of the phenomenon, matter or event on the basis of arguments about cause effect relationships, advantages and disadvantages, as well as reasons why these specific relationships exist or why a specific result ensues. Discussion requires insight into the matter discussed and the ability to argue a case. Please note that you may be asked to discuss only a specified aspect - for example the disadvantages of a method or the most important causes of a problem. Explain

This term is closely related to "discuss". Essentially the difference lies in the fact that you must explain, I.e. express the logical relationship between events, activities or actions in such a way that your audience or reader can deduce how and why a process follows a given path. In addition, the audience/reader must be able to recognize that you (as the person giving the explanation) have a good grasp of the matter. In order to explain, you must give a considerable amount of detail. You must explain how things are connected, why they are connected in precisely that way and no other, and why a certain result is achieved. Explanation therefore requires both knowledge and insight. Set out

Setting out is closely related to discussion. However, the focus is, to a much larger extent, on the organization of material. In order to "set out", you must first sort and arrange facts, arguments, characteristics, etc., according to specific points of departure in a new, often original, way. Thereafter material is discussed, and, where necessary, explained. Describe

The description of a phenomenon usually refers to a reflection of the characteristics thereof, without any detailed commentary about the why's and how's of the matter. In other words, this involves, firstly, a description of which characteristics are present and how characteristic these are, and, secondly, an indication of the ways in which the phenomenon is similar to, or differs from, other phenomena. You are not required to discuss advantages or disadvantages - all you are required to do is to "present a picture" of the process for the reader. Compare

A comparison basically involves two or more phenomena, methods or techniques being weighed against each other with regard to dimensions such as exceptional characteristics, advantages and disadvantages, similarities and differences as well as the relative strong and weak points of each. Normally a reasoned conclusion is reached on the basis of the comparison. Indicate

Although this term may sometimes be used more specifically, here the term is used as synonymous to explain. Name, list and tabulate 27

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Here you are required to do no more than merely provide a list of names, dates, reasons, facts, advantages, characteristics, etc. You are not required to provide arguments or to explain processes. Tabulation usually refers to the organisation of information so as to provide a clear and systematic overview. Evaluate

Evaluation refers to the application of criteria against which to measure the technique, method or approach. Evaluation is usually followed by a deduction or conclusion. In such a case, you are required, firstly, to indicate which criteria are applied in the evaluation, and, secondly, to set out your conclusion. Differentiate

When you are required to differentiate/distinguish between anything, the crux is differences i.e. distinguishing characteristics. Two or more phenomena, events or processes are analyzed and described in such a way that differences or distinctions are clearly identified. Prove / support

In order to prove or support an argument, facts, knowledge and insight are required. This basically involves the logical ordering of information, facts and arguments to substantiate or motivate a specific conclusion. In this regard, extensive use may be made of statistics, research findings, and historical facts as well as of inductive and deductive reasoning.

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2.

SECTION B: STUDY COMPONENT (SYLLABUS)

INSTRUCTIONAL OFFERING: PERSONNEL MANAGEMENT 2.1 Chapter 1 Human resource management (HRM) and the world of work Exit level outcomes

2.1.1

After having completed this chapter, the student should have an understanding and know: 2.1.2 2.1.3 Understand the world of work Why we work The changing world of work The difference between personnel management and human resource management Specified Outcomes Explain production factors Discuss the production factors. Differentiate between personnel management and HRM Explain how the world of work has changed in the last 250 years Illustrate and explain the human resource management cycle Learning objectives:

After completing this chapter the learner should be able to answer the following questions: a) Every organisation needs the same four factors of production to operate and survive. Name and discuss these four production factors in detail. Use examples to support your answer. (8) Define the following words: (10) Human resource management Paternalistic Fringe benefits Labour unions Downsizing Explain briefly how the world of work has changed in the last 250 years. (12) Discuss the following periods briefly: (12)

b) c)

d)

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e) f)

Agrarian society Industrial revolution The theory of scientific management Who is F.W. Taylor and what did he do? (4) Discuss how Elton Mayos Hawthorne effect works. How can this help us today in the world of work? (4) Discuss the systems approach in detail. (6) Discuss the contingency approach in detail. (6) Discuss the human relations approach in detail. (6) Differentiate between personnel management and Human resource management. (4) Illustrate the human resource management cycle. (11) Human Resource Management functions are part of a three-phase Human Resource Management cycle. Discuss all three phases with the appropriate functions in detail. (16) Assignment 1: In the textbook, Grace has started her own business. She set up her own fruit and vegetable store in the centre of town. Create like Grace your own new business. In the assignment you need to: Give the business a name. Where business is situated. What type of business it is. Why have you decided on this business?

g) h) i) j)

k) l)

m)

You will use this business in further assignments. (5) 2.1.4 Resources: BOOKS: (Books, Videos and sites)

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2.2 2.2.1

Chapter 2 Human Resource planning Exit level outcomes

After having completed this chapter, the student should have an understanding and know: 2.2.2 2.2.3 Explain the steps in the HR planning process Analyzing whether we need to appoint a person or not Distinguishing between a job and a task Distinguishing between the different ways to collect job related information Describing various tasks and showing how these can be linked together to form jobs Drawing up a job description Drawing up a post profile Showing the importance of job descriptions in the whole HR process. Specified Outcomes Needs analysis Job analysis Job design Organizational design Job description Selection criteria Pay or remuneration Learning objectives:

After completing this module the learner should be able to: a) Human Resource planning involves six steps. Name and discuss these steps in detail. (6) Define the following terms: (8) A job Job analysis Job design Job description What is a needs analysis? (4) How do we collect job-related information? (10)

b) c) d)

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e)

When we do a job analysis, we need to collect and analyse information to determine what the particular job requires. Name and describe the three things we require before we could do a job analysis? (6) A job description is part of the employees contract of employment. What information does the job description entail? (4) Identify five reasons for drawing up a job description. (5) Describe in detail what is a selection criteria? (3) Explain Key performance areas (KPAS) in detail. (3) Assignment 2: USE THE BUSINESS CREATED IN YOUR FIRST ASSIGNMENT. You need help in your new business. Use the six steps in the HR Plan to appoint somebody for the job. (20) Resources: BOOKS: (Books, Videos and sites)

f)

g) h) i) j)

2.2.4

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2.3 2.3.1

Chapter 3 Human resource procurement Exit level outcomes

After having completed this chapter, the student should have an understanding and know: 2.3.2 HR procurement Recruitment Recruitment methods Subjectivity and objectivity Minimum requirements Offer of employment Induction The law and recruitment and selection Specified Outcomes Choosing the best recruiment method Drafting an effective advertisement Working through the CV pre-selection process Using an interview plan and conduction an interview Drafting an offer of employment Drafting and conduction an induction programme

2.3.3

Learning objectives:

After completing this module the learner should be able to: a) b) c) Define the following terms: (8) Procurement Recruitment Advertising Recruitment agencies Name and explain the two informal ways of recruitment. (4) List the main steps of the recruitment and selection process in the order in which they are supposed to be done. (8) What are the advantages and disadvantages of using word-of-mouth as a recruitment method (4) What is the difference between being subjective and objective? Which one should we try to be when selecting applicants for a job, and why? (3) 33

d)

e)

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f) g)

We may assess applicants by using a simulation. What is a simulation? (2) Is it possible to discriminate fairly? Explain your answer by also referring to unfair discrimination. (4) Name the three factors that will help us decide the best medium for an advertisement. (3) Describe the AIDA guide on how to draft a good advertisement. (4) Identify and discuss the most common selection methods to select the right person from all the applicants. (4) Name and describe two of the most important kinds of assessment tests. (4) When is a test valid? (2) When is a test reliable? (2) Name the content in an offer of employment. (9) What is an induction or orientation programme? (6) Name the benefits of an induction programme? (5) An induction programme has two parts. Name and describe both parts in detail. (13) Name the two most important SA laws related to recruitment and selection. (2) According the law, what must employees keep in mind when recruiting and selecting employees? (5) Assignment 3: Use the principles discussed in this chapter to draw up a good advertisement for the job opening in the business you have created in Assignment 1 and 2. Your advertisement must be on an A4 paper, colourful and need to have the correct information to attract the employee who will suit your business. (10) Resources: BOOKS: (Books, Videos and sites)

h)

i) j)

k)

l) m) n) o) p) q)

r)

s)

t)

2.3.4

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2.4 2.4.1

Chapter 4 Training and development programmes Exit level outcomes

After having completed this chapter, the student should have an understanding and know: 2.4.2 2.4.3 Training and development Principles of learning that apply to training learner, trainer and line manger Linking training to the business mission and vision Training needs analysis Training methods Training plan Transfer of training Evaluation of training Specified Outcomes Linking an organizations vision to its training needs Compiling a training plan checklist Recognizing barriers to effective transfer of training Evaluation training Comparing ways of evaluating training Learning objectives:

After completing this chapter the learner should be able to: a) b) c) d) e) f) g) h) Define the following terms: (2) Training Development What does KSA stand for? (3) Discuss the general principles of learning that apply to training. (5) Identify and discuss the three role players in the training process. (6) Differentiate between the vision and mission statement. (4) Distinguish between a training needs analysis and a needs analysis. (2) Name the five steps when conducting a training needs analysis. (5) Name and discuss six training means. (12) 36

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i) j)

Discuss the barriers to the transfer of training. (4) Give the reasons why organisations sometimes dont evaluate their training programmes (3) Distinguish between formative and summative evaluation. (8) By planning the training course the organisation can make sure the right people get the right training at the right time. What should be covered in the Planning part of training? (6) Briefly explain the roles and responsibilities of the trainer and the line manager. (5) Assignment 4: Use your existing business, do a training needs choose a training method and discuss the reason why do specific method and do the planning for training. (10) Resources: BOOKS: (Books, Videos and sites) analysis, use that

k) l)

m)

n)

2.4.4

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2.5 2.5.1

Chapter 5 Remunerating and evaluating staff Exit level outcomes

After having completed this chapter, the student should have an understanding and know: 2.5.2 2.5.3 Remuneration Different kinds of remuneration benefits Factors influencing remuneration Equity and remuneration Determining remuneration Performance management Performance management principles Performance planning Performance appraisal Performance appraisal techniques Assessors The performance appraisal interview Linking performance to pay Specified Outcomes Identifying the mistakes that assessors make when evaluating employees Applying the simple ranking method of job evaluation Using a salary survey to determine salary Learning objectives:

After completing this module the learner should be able to: a) b) c) d) e) Identify the different kinds of remuneration. (4) Distinguish between time-based pay and performance-based pay. (4) Name and describe the kinds of benefits that employees get. (22) Identify the factors that influence remuneration. (6) Name the two factors that affect employees perceptions of the equity or fairness of their pay. (2) Discuss the three ways employers determine what to pay someone. (6) Discuss the different job evaluation systems we can use. (6) 38

f) g)

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h) i)

What is performance management? (2) For performance management to work well, mangers or supervisors should always use five basic principles. Name and discuss these principles. (10) Identify the steps in the performance appraisal. (4) Name and describe the different kinds of performance appraisal techniques. (16) Identify the mistakes that assessors make when evaluating employees. (8) Assignment 5: (20)

j) k)

l) m)

Retrieve information from different sources to answer the following questions: 2.5.4 What is a curriculum vita? (2) Who needs a CV? (1) Why is a good CV important? (2) What information is captured in a CV? (2) Name a few important hints when drawing up a CV. (4) Keep the above information in mind and create a CV for yourself. (7) Bibliography (1) Neatness (1) Resources: BOOKS: (Books, Videos and sites)

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2.6 2.6.1

Chapter 6 Employee wellbeing Exit level outcomes

After having completed this chapter, the student should have an understanding and know: 2.6.2 2.6.3 Employee wellbeing Symptoms of physical and mental health Physical health or wellbeing of employees Health hazards in the workplace Mental health or wellbeing of employees Employee assistance programmes Confidentiality Specified Outcomes Identifying and distinguishing between health hazards in the workplace, and the symptoms of physical and mental ill health Identifying the root causes of employees symptoms and ill health Offering solutions to improve physical health of employees Offering solutions to improve mental health of employees Learning objectives:

After completing this chapter the learner should be able to: a) b) Explain the term employee wellbeing. What can employers do to manage physical safety and wellbeing of employees? Identify three reasons why organisations dont pay much attention to the issue of mental health. Name a few symptoms of mental ill health. Name causes of psychological or mental ill health. List the factors in the workplace that may affect the mental health of employees. Mental ill health has consequences on the business. Identify them. What can employers do to improve the wellbeing of employees?

c)

d) e) f)

g) h)

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i) j)

Explain what a workplace health hazard is by giving an example. What can an employer do to prevent health hazards in the workplace (if that the hazard cant be taken away) from affecting workers health and safety? Why is it sometimes difficult to recognise that someone is suffering from emotional problems? Please provide two examples to explain what you mean. Explain what an EAP is and how it can promote and maintain employee wellbeing. Resources: BOOKS: (Books, Videos and sites)

k)

l)

2.6.4

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2.7 2.7.1

Chapter 7 Labour relations Exit level outcomes

After having completed this chapter, the student should have an understanding and know: 2.7.2 2.7.3 What are labour relations Who are involved in labour relations the tri-partite relationship Keeping the employment relationship health Conflict The law and labour relations The Bill of Rights The Labour Relaltions Act The Basic conditions of Employment Act The Employment Equity Act Common-law rights and duties Grievances Discipline Specified Outcomes Describing the steps in the collective bargaining process Giving negotiating tips Explaining the process of disciplinary action Tabulating the rights and duties of employers and employees Discussing how people feel about labour unions Learning objectives:

After completing this chapter the learner should be able to: a) b) Explain the tri-partite relationship in labour relations in South Africa. Define the following terms. Labour dispute Collective bargaining Industrial action Conciliation Arbitration Affirmative action Equity plan Common law Grievance Disciplinary code

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c)

The Bill of Rights guarantees everyone the right to fair labour practices. Discuss these rights in detail. Briefly explain the aims of the LRA. Briefly explain the aims of the BCEA Briefly explain the aims of the EEA. Identify the common-law rights and duties of employers and employees. Illustrate how the law governs and regulates labour relations. Describe the steps in the grievance procedure. Identify the different types of disciplinary sanctions. Name a few useful negotiation tips. Tabulate the rights and duties of employees and employers. Do Question 3 in Textbook on p181. Resources: BOOKS: (Books, Videos and sites)

d) e) f) g) h) i) j) k) l) m) 2.7.4

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2.8 2.8.1

Chapter 8 Keeping employees productive Exit level outcomes

After having completed this chapter, the student should have an understanding and know: 2.8.2 2.8.3 Productivity Job satisfaction Motivation Maslows needs hierarchy Herzbergs two-factor theory of motivation Improving job satisfaction and motivation Job enrichment Job enlargement Job rotation Specified Outcomes Identifying the level of needs in terms of Maslows needs hierarchy Working with Herzbergs two-factor theory Identifying and comparing job enrichment, job enlargement and job rotation, in a table Learning objectives:

After completing this chapter the learner should be able to: a) b) Define the following terms: Job satisfaction Motivation Self-esteem Job enrichment Job enlargement Job rotation Name and discuss the external factors that influence employees perceptions on the job. Name and discuss the internal, individual factors that could influence a persons general level of job satisfaction. Distinguish between intrinsic and extrinsic motivation. Describe an illustrate Maslows needs hierarchy. Describe Herzbergs two factor theory of motivation. 44

c)

d) e) f)

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g) 2.8.4

Discuss ways to improve job satisfaction and motivation. Resources: BOOKS: (Books, Videos and sites)

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2.9 2.9.1

Chapter 9 Retrenchment, dismissal and the end of employment. Exit level outcomes

After completing this chapter the learner should be able to explain: 2.9.2 2.9.3 How the employment relationship can be ended Resignation Retirement Retrenchment Layoffs Dismissal being unfit for work Death The Unemployment Insurance Fund Costs involved in ending the employment relationship Specified Outcomes Describing the steps in the retrenchment procedure Describing the steps in the dismissal procedure Explaining the process of determining shy someone is resigning from the organization Showing the difference between voluntary and involuntary ending of employment Learning objectives:

After completing this chapter the learner should be able to: a) b) c) d) e) f) g) Identify ways how the employment relationship can be ended. Define the following terms: Resignation Retirement Retrenchment Layoffs Briefly discuss dismissals for bad misconduct. Describe the function of the Unemployment Insurance Fund. Identify the cost involved of an employee leaving the organisation. Explain, using a step by step process, how to retrench an employee. Name and discuss the steps to dismiss an employee. 46

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h)

Explain how you would determine the reasons why an employee is resigning from an organisation. Resources: BOOKS: (Books, Videos and sites)

2.9.4

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2.10

Chapter 10 an overview of HRM

2.10.1 Exit level outcomes

After completing this chapter the learner should be able to explain: Indicators or organizational success Indicators of successful human resource management IGO model The strategic role of human resource management

2.10.2 Specified Outcomes Using the gap analysis process to solve problems Identifying key human resource management issues

2.10.3 Learning objectives:

After completing this chapter the learner should be able to: a) b) c) Name general indicators of a successful organisation. Illustrate and discuss the IGO model in detail. Name and discuss the five step gap analysis to solve a HRM problem. (Books, Videos and sites)

2.10.4 Resources:

BOOKS:

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