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MANT250 Semester Two 2016
MANT250: MANAGING PEOPLE 2016
Semester Two
Course Coordinator: Alan Geare
Department of Management
MANT250: Managing People Semester Two: 2016
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Contents 1. Description & Aims ............................................................................................................. 3
2. Learning Outcomes ............................................................................................................. 3
3. Teaching Staff ..................................................................................................................... 4
4. Lectures & Tutorials: ........................................................................................................... 5
5. Course Materials:................................................................................................................ 5
6. Course Schedule .................................................................................................................. 6
7. Assessment ......................................................................................................................... 8
Assessment Expectations: .................................................................................................................. 8
Academic Integrity and Academic Misconduct (Plagiarism) ................................................................. 8
7a. Short Paper (10%) ......................................................................................................................... 9
7b. Individual Persuasive Essay (30%) ................................................................................................. 9
Essay Requirement Checklist ............................................................................................................ 10
How to get a good mark: 14 Simple Steps ......................................................................................... 10
7c. Group Podcast (20%): Information Video ..................................................................................... 12
7d. Final Exam (40%) ........................................................................................................................ 13
8. Student Learning Support and Information........................................................................ 13
Disclaimer ................................................................................................................................ 15
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1. Description & Aims
Managing People is designed to provide the foundation knowledge to enable you to understand and manage people and their behaviour within organisations. Therefore, the key objective is to integrate behavioural concepts (how people behave) with functional people management processes (how people are managed procedurally). This paper builds understanding of key concepts by: (a) integrating theoretical concepts with workplace practice; and, (b) exposing you to a variety of perspectives and viewpoints related to people and behaviour in the workplace. 2. Learning Outcomes
Upon completing Managing People you should be better able to: 1. Manage your day to day impact on people at work; 2. Recognise the variety of ways employees arrive in their roles; 3. Interact with the range of people in organisations; 4. Understand what employees want from their organisation (unitary -v- pluralist perspectives); 5. Use the various ways people relate to one another to your advantage (power and authority,
employment contracting, labour relations and communication); 6. Understand the internal and external factors that influence what people do; and, 7. Implement the variety of tools and processes available to an organisation to manage people
within the employment relationship. Additionally it is expected that you will demonstrate the ability to: 8. Assemble information on core topics surrounding managing people: recruitment, selection, job
design, contracting of the employment relationship, negotiation, measurement of human resource contribution, rewards and remuneration, performance management, the nature of individuals, organisational development, organisational change, and principles of human resource development.
9. Analyse and gain insight into problems by selecting appropriate theory from the range of perspectives presented;
10. Integrate insights and be able to offer solutions to problems on challenges and problems faced by organisations today;
11. Research and apply information to solve problems; 12. Work in a team to produce agreed outcomes on time; 13. Present opinion and arguments in a structured and effective manner in written and oral
format.
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3. Teaching Staff
Course Coordinator: Professor Alan Geare Room: 807 Commerce Ph: 479 8127 Email: [email protected] Course Lecturer: Dr Maja Graso Room: 812 Commerce Ph: 479 8189 Email: [email protected] Course Lecturer: Dr Paula O’Kane Room: 819 Commerce Ph: 479 8181 Email: [email protected] Course Tutor: Natasha Podgorodnichenko Email: [email protected] Administration Support: Sue McSkimming Department of Management Reception, Level 8, Commerce Monday to Friday 8.30am – 5.00pm Ph: 479 8129 Email: [email protected]
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4. Lectures & Tutorials:
Lectures: Tuesday 10.00-11.50 Thursday 11.00-11.50
Tutorials: Tutorials are integral to learning and successfully completing Managing People. You will be streamed into one of the following five tutorial days/times and notified through eVision. There are six tutorials through the semester: Refer to the schedule (pages 6&7) for the weeks to attend.
Tutorial Days/Times:
Wednesday 9.00-9.50 Wednesday 2.00-2.50 Wednesday 3.00-3.50 Thursday 2.00-2.50 Thursday 3.00-3.50 You are automatically streamed into a tutorial and advised via your eVision timetable. You may change your tutorial by contacting our Administrative support person, Sue McSkimming by email [email protected] or at Reception, level 8, Commerce. Not all changes can be actioned as numbers in each tutorial group are limited. 5. Course Materials:
Text There is no required text for MANT250, but you will be directed towards readings each week, either journal articles, or readings from Mant250: Resources for Learning. A number of copies are available in the library and two copies are available on close reserve (2 hour), although not required are a good source of material for your study. Blackboard Blackboard is the primary means of disseminating information for this course. Notices, extra readings, and other information will be placed regularly on Blackboard for student use. Lecture PowerPoint Slides are usually available the day before the lecture. Study Smart The library has designed an area, accessible through Blackboard that will help support you with research and referencing. See Study Smart folder in Blackboard. This Study Smart link contains an interactive study hub of research support resources that has been designed by the Library, Student IT and the Student Learning Centre. It includes:
• Getting Started – what you need to know in your first couple of weeks • Resources for finding information for your assignments • Finding information on the web that is appropriate for your studies • Tools and resources to help you study efficiently • Writing your assignment • Where to get help when you need it • Additional assistance is available from the University Library liaison for Management:
Otago.libguides.com/management.
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6. Course Schedule
Week Lecture Theme Lecturer “MANT250: Resource for Study” Reading Tutorials Assessment
Week 1:
11 July
Introduction to the paper Alan Geare
Topic 1 (pp. 1-23) No Tutorial People, work and organisations
Maja Graso
Week 2:
18 July
The Individual:
• Personality and values • Value and ethics • Multiple Intelligences
Maja Graso Topics 2 & 3 (pp. 24-78)
Tutorial 1:
Individual Differences
Week 3:
25 July
Groups and Teams
Influencing Others Maja Graso Topic 7 (pp. 119-142) No Tutorial
Week 4:
1 August
Power in the Workplace
Different perspectives: Groups, orgs and society
Alan Geare Topics 4-6 (pp. 65-118)
Tutorial 2:
Values & Justice
Short Paper on Teamwork (10%) Due: Friday 5 August @ 3pm
Week 5:
8 August Employment Law Alan
Geare Topic 8 (pp. 142-178) No Tutorial
Week 6:
15 August Negotiation Alan
Geare Topic 9 (p. 179-199) Tutorial 3:
Academic Writing
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Week Lecture Theme Lecturer “MANT250: Resource for Study” Reading Tutorials Assessment
Week 7:
22 August Grievance and Discipline Alan
Geare Topic 26 (pp. 440-460) No Tutorial
Mid Semester Break 29 August – 2 September
Week 8:
5 September HRM Planning and the Recruitment Cycle
Paula O’Kane
Topics 10-13 (pp. 200-295)
Tutorial 4:
Podcasts
Week 9:
12 September Performance Management Paula
O’Kane Topics 21-22 (pp. 296-363) No Tutorial
Individual Persuasive Essay (30%) Due: Friday 16 September @ 3pm
Week 10: 19 September
Motivation , Reward and Remuneration
Paula O’Kane
Topic 14-19 (pp. 296-363)
Tutorial 5: Practical HRM
Week 11:
26 September
Learning and Development
Summary, Exit and Talent Paula O’Kane
Topics 23-25 (pp. 408-423) No Tutorial
Week 12: 3 October
Leadership Maja Graso Topic 27 (pp. 461-488) Tutorial 6: Exam
Preparation (optional) Podcast (20%) . Due: Friday 7 October @ 3 pm
Week 13: 10 October
Course wrap-up Alan Geare
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7. Assessment
Students are assessed on the following (contributions to final mark in parentheses): a. Short Paper (10%) b. Individual persuasive essay (30%) c. Group podcast (20%) d. Final examination (40%). (NOTE: You must achieve 50% or more in the final exam to pass
the paper). e. There are no terms carried over for this paper.
Assessment Expectations:
• All assessments must be completed and submitted by the due dates stated. • Extensions will be granted only in exceptional circumstances. Please talk to the Course
Coordinator before the due date. • Note: Computer problems do not constitute an exceptional circumstance unless it is an
officially notified failure of university equipment. All students are expected to have back-up copies of their written work.
• Late submissions will be penalised at the rate of 10% of the mark, for each day the assignment is late.
• Internal assessment marks are entered into and available through eVision. All students are requested to check these. Any discrepancies should be reported to the Course Coordinator.
Academic Integrity and Academic Misconduct (Plagiarism)
Students should ensure that all submitted work is their own. Plagiarism is a form of academic misconduct (cheating). It is defined as copying or paraphrasing another’s work and presenting it as one’s own. Any student found responsible for academic misconduct in any piece of work submitted for assessment shall be subject to the University’s dishonest practice regulations, which may result in serious penalties, including forfeiture of marks for the piece of work submitted, a zero grade for the paper, or in extreme cases, exclusion from the University. The University of Otago reserves the right to use plagiarism detection tools. Students are advised to inform themselves about University policies concerning dishonest practice and take up opportunities to improve their academic and information literacy. If necessary, seek advice from academic staff, or the Student Learning Centre. The guideline for students is available at this link: http://www.otago.ac.nz/study/academicintegrity/index.html
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7a. Short Paper (10%)
The “Big Five” group of personality traits include extroversion, agreeableness, conscientiousness, openness to experience, and emotional stability. For this assignment:
• complete the self-assessment of personality available online via Blackboard, • examine your report, and • then write a short paper that relates your scores to your ability to work in team.
Your paper should include:
• a brief summary of your scores, • your analysis of your scores, • your analysis of how you work in a team as a consequence of having the personality
described by the scores. Length: 1000 words in length (+/- 10%) Due Date: Friday 5 August, 3pm. Both electronic version to SafeAssign and a hard copy to Reception, Management Department, Level 8, Commerce.
7b. Individual Persuasive Essay (30%)
This assessment requires you to choose one of the thesis statements (below) and write a persuasive essay that argues that thesis. The purpose of the essay is to exercise your skills at researching (finding information), applying that information, and communicating your ideas. Specifically, this assignment asks you to:
1. Research the topic. Find academic journals that have addressed the issue or parts of the issue to inform your thought. You must cite that research to support your arguments. It is essential that you read and cite at least seven academic journal articles. These do not include books, the text, magazines (e.g., Newsweek), newspapers, Internet blogs.
2. Argue the thesis. Choose one of the thesis statements below. This will typically appear as
the final sentence of your first paragraph, after you have introduced the topic and hooked the reader. The remainder of the essay should be structured around paragraphs, each of which has a coherent and complete idea that supports the thesis. Your ideas should be supported with citations to the literature that you have researched, using APA citation style.
Choose one of the following thesis statements:- 1. CEO are overpaid. 2. Either : The objectives of employers and employees coincide more often than they clash. OR : The objectives of employers and employees clash more than they coincide.
Length: 2,000 words excluding reference list (+/- 10%) Due Date: Friday 16 September, 3pm. Both electronic version to SafeAssign and a hard copy to Reception, Management Department, Level 8, Commerce.
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Essay Requirement Checklist
1. Title page containing paper code (MANT250), title, number of words, student name and ID number.
2. Evocative title that hints at the content and entices the reader. 3. Double spaced throughout. 4. 12 point Times New Roman font. (You can use other traditional fonts with serif, but if you
don’t know what “serif” means, then use Times New Roman.) 5. APA style referencing and style. (See below) 6. Proofread and run a spell-check and a grammar check. Spelling and grammatical errors make
your work look unprofessional and will lose marks. You should have another person read your paper before you turn it in to the lecturers because another person will see mistakes that you do not see.
7. Staple in the top left hand corner. Do not submit in plastic folders or similar devices.
How to get a good mark: 14 Simple Steps
1. Provide an introductory paragraph that hooks the reader and explains why they should read on. The first sentence should be engaging and perfect. (It’s like a shop window that creates an impression of what the shop holds.) This paragraph should be interesting and lead naturally to its final sentence, the thesis statement (with which you have been provided).
2. Create a logical argument: the single most important criterion for marking. A logical argument is a series of reasons for the thesis statement. They are statements that back up the thesis statement. For example, you are likely to have five to seven major reasons that support your thesis statement. Each of those reasons is likely to be one or two paragraphs. The first sentence of each paragraph should clearly support your thesis statement. For example, if you were writing an essay whose thesis was “emotional intelligence is essential for group functioning,” then the following are some reasons that support that thesis: (a) emotionally intelligent leaders sense discord and quell conflict before it escalates; (b) emotionally intelligent leaders are better equipped to inspire their followers with transformational techniques; and (c) emotional intelligence within a group creates a positive experience that relates to productivity.
3. Write each sentence to logically follow from the previous sentence.
4. Support your arguments with research-based facts. These “facts” come from academic literature. Academic journals are studies available online through the library. They are not “magazines”. The articles typically include collecting some data to support a point, such as through a survey or an experiment. (Meta-analyses are academic papers that analyse many other studies from many other papers, and they are therefore useful to support your points.)
5. Cite your research. You can cite the research by stating it as a fact. For example, you could write the following: Personality factors are related to individual emotional intelligence (Joseph & Mewman, 2010). Alternatively, you can note the authors in the sentence: Ballinger, Schoorman, and Lehman (2009) found that people trust new bosses more when they had a positive, trusting relationship with the previous boss. (Avoid too many sentences that begin with the authors’ names.)
6. Integrate short quotations within paragraphs. For example, respectful leadership refers to “a person’s attitude towards other people, in whom he/she sees a reason that, in itself, justifies a degree of attention and a type of behaviour that in return engenders in the target a feeling of
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being appreciated in importance and worth as a person”(van Quaquebeke & Eckloff, 2010, p. 344). Quotations longer than about three lines should be indented (see APA handbook), but in reality should almost never be used in this assignment.
7. Write complete paragraphs. Paragraphs should have three to five sentences that explain a single concept or idea. They should never be one sentence and they should never be more than seven lines of text. Also, do not begin a paragraph with “however”.
8. Use section headings to make it easier to follow assignments.
9. Only use pictures or diagrams if it helps the argument. (It almost never will help in this assignment).
10. Write in clear sentences. Sentences should be about 15-20 words in length. Longer sentences may get convoluted. Write clearly and concisely.
11. Use active voice. “The present thesis creates a paradox for managers” is an example of active voice using a strong verb. “There is a paradox for managers” is an example of passive voice using the weak “to be” (is) verb.
12. Use a formal style because this is a formal assignment. “The boys just don’t care about emotional intelligence out in the wop-wops” is NOT formal, and, in fact, it is too informal.
13. Cite appropriate research materials, which means academic research articles. You might also cite academic books or chapters from academic books, but you should primarily cite academic research articles. DO NOT cite the textbook. DO NOT cite the lecture.
14. Use APA style correctly. You can easily find APA style on the library website or by searching the internet or by reading the APA Handbook. The style is extremely comprehensive and includes the following
a. Double space throughout using Times New Roman 12 point font.
b. Cite your research by including the citation at the end of the sentence within parentheses (van Quaquebeke & Eckloff, 2010). No first initials are used and the citation is part of the sentence and therefore the full stop goes after the final parenthesis.
c. Use page numbers upper right hand corner. The title page starts with “1”.
d. Do not use footnotes or endnotes.
e. Indent the first line of each paragraph half an inch (1.25cm).
f. Avoid “this” at the beginning of a sentence. Instead, name the object you are referring to. This procedure will improve the clarity of your writing. (Note that the previous sentence says “this procedure” instead of “This will improve”. The second of these options would be less clear about what “this” refers to.)
g. Get the references right. The following are examples of correctly formatted references. They appear at the end of your paper under the heading “References.” They are listed in alphabetical order. The title of the paper is NOT capitalised, but the name of the journal has the first letter of each word capitalised. The volume number follows the name of the journal and no issue number is required. (The “doi” is optional for this assignment and not shown in the examples.) List only references that have been cited in the body of the paper and assure that all citations in the body appear in the reference list.
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References in APA Style Ballinger, G. A., Schoorman, F. D., & Lehman, D. W. (2009). Will you trust your new boss? The role
of affective reactions to leadership succession. The Leadership Quarterly, 20, 219-232.
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95, 54-78.
van Quaquebeke, N., & Eckloff, T. (2010). Defining respectful leadership: What it is, how it can be measured, and another glimpse at what it is related to. Journal of Business Ethics, 91, 343-358
7c. Group Podcast (20%): Information Video
In groups you must design a 5-7 minute video podcast for a general employee group in a small-medium sized New Zealand organisation. You must create an understanding of your chosen topic and its possible impact upon the organisation. This should NOT be a recorded presentation. You must make effective use of the video medium. Choose from one of the topics below.
Choose one of the following topics: • Why should organisations adopt the Living Wage? • How can using Social Media in Recruitment support your organisation? • Is the 9-5 Work Day dead? • How can you use Mentoring as an effective form of development?
What to cover: 1. Introduce the topic 2. Provide relevant background (laws, best practice and so on) 3. Provide examples 4. Answer the question 5. Make it relevant to the audience – that is the SME organisation in New Zealand. Please note, all members of the group should be involved, roughly equally, in the creation of the podcast. This does not mean that all members of the group need/should be putting in equal appearances in the podcast. Who appears (if anyone), and how, is a matter for the group to decide. Notes: • The podcast file is expected to be cell-phone recording standard only; • For further details and guidance on this assignment please see Blackboard/Assignments
Support/Group Podcast Assignment. • A class tutorial on podcasts provides guidance for planning and production. The reason we
have chosen a podcast medium for this assignment is to provide you with the opportunity to communicate your knowledge and understanding of organisations in a non-formal, non-written and creative way. As such, feel free to be as creative as you like with your presentation; just be sure that (a) your ideas are sound and (b) you communicate these clearly.
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How to submit your audio-visual (podcast) file: Create your film file (mp4) and label it; MANT250 with your group number • Go to the Mail Express File Drop webpage and click on ‘File send/pickup (Otago)’ • Log in using your University username and password. • Enter the email address of the person you want to send the file to :
[email protected] • Enter the subject details for the email message (required). • Upload your file (max 2GB)* by clicking the Browse button. • Enter some text for the email message (required). • Click on ‘Send
*If your file is larger than 2GB, you encounter problems, or are unsure of the process; bring your file on a USB to Sue at Reception, Management Dept., Level 8, Commerce.
Deadline: 7 October, 3pm
7d. Final Exam (40%)
The final examination will be two hours in duration and students will answer three essay questions that are equally weighted. There will be three sections and students will be required to answer one out of two questions from each section. NOTE: You must achieve 50% or more in the final exam to pass the paper. 8. Student Learning Support and Information
Student Charter http://www.otago.ac.nz/about/otago005275.html Guidelines for Learning at Otago http://hedc.otago.ac.nz/hedc/wp-content/uploads/2012/12/Guidelines-for-Learning.pdf http://hedc.otago.ac.nz/hedc/learning/ Student Learning Centre The Student Learning Centre, which is part of the Higher Education Development Centre, provides learning support, free of charge, to ALL enrolled students. Their services include: • a workshop programme designed to help students to improve their learning strategies and
their generic skills; • individual assistance with learning issues; • on-line study skills advice; • a student leadership programme • a student-led peer support programme for students of all ages and backgrounds. • conversational English groups for students from a non-English speaking background
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The Centre also provides two very helpful study guides, “Guidelines for Writing and Editing” and “Writing University Assignments” and these are available on the SLC website. http://slc.otago.ac.nz/
Library Support The Library website http://www.otago.ac.nz/library provides access to resources and services, including group room bookings, library hours and locations, past exam papers, subject guides, article databases and more. If you need assistance either check out the self-help guides http://otago.libguides.com/selfhelp, or ask Library staff at the ground floor service desks, or email [email protected] Māori Student Support Tēna koutou katoa, Ko Corey Bragg tōku ingoa Ko Ngai Tahu, Kāti Mamoe, Waitaha me Ngāti Kahungunu ōku iwi Kia ora, my name is Corey Bragg and I am the Māori student support person in the Business School. My role is to help link Māori students with the various support networks throughout the university and the community. Kaua e whakamā, don't be shy - come in for a chat. Mauri ora mai. Tel 479 5342 Email [email protected] Room CO 3.21 Pacific Islands’ Student Academic Advisor Warm Pacific Greetings Talofa lava, my name is Esmay Eteuati and my role is to liaise with Academic Departments and Student Services relating to Pacific students’ and their course of study. I support both staff and students in the Business School and have a network of Pacific contacts in other Divisions around the University. Tel +64 3 479 4756 Email: [email protected] Students with disabilities Students are encouraged to seek support if they are having difficulty with their studies due to disability, temporary or permanent impairment, injury or chronic illness. It is important to seek help early through either http://www.otago.ac.nz/disabilities/ or Leanne Skryba, Department Secretary, Room 801 [email protected] .
Student Feedback We encourage your feedback. This can be in the form of contacting staff, participating in course evaluation surveys and communicating with class representatives. Continual improvements will be made to this course based in part on student feedback
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Class Representatives The class (or student) representative system is an avenue for encouraging communication and consultation between staff and students. It provides you with a vehicle for communicating your views on the teaching and delivery of the paper and provides staff with an opportunity to communicate information and gain constructive feedback from students. It contributes to the development of a sense of community within a department and it adds a further dimension to the range of support services offered to students. Volunteers for the role of class representatives will be called early in the semester. The OUSA invites all class representatives to a training session, conducted by OUSA, about what it means to be a class representative and some of the possible procedures for dealing with issues that arise. They also provide information on the services that OUSA offers and the role OUSA can play in solving problems that may occur. The OUSA provides support to class representatives during the semester. Departmental staff will also meet with class representatives during the semester to discuss general issues or matters they wish to have considered. Your class representative’s name and contact details will be posted on Blackboard early in the semester. Concerns about the Course We hope you will feel comfortable coming to talk to us if you have a concern about the course. The Course Co-ordinator will be happy to discuss any concerns you may have. Alternatively, you can report your concerns to the Class Representative who will follow up with departmental staff. If, after making approaches via these channels, you do not feel that your concerns have been addressed, there are University channels that may aid resolution. For further advice or more information on these, contact the departmental administrator or head of department. Disclaimer
While every effort is made to ensure that the information contained in this document is accurate, it is subject to change. Changes will be notified in class and via Blackboard. Students are encouraged to check Blackboard regularly. It is the student’s responsibility to be informed.