MMS 2 FM HRM 25-10-2015 AA

Course Name: Business Ethics for BMS 6 th Sem

TOC

Mod #

Mod Name

Unit No.

Unit Name Section/Topic

Learning Objective Learning Outcomes

Reference book/ Author/ Edition/ Publisher

Web Resources

Activity

1. Human Resource Management – Scope and Functions

1.1 Introduction to HRM

a) Significance of HRb) Role of HRc) HR Functionsd) Composition of HR

Departmente) HR Policies and

principlesf) HR Skillsg) HRM Modelsh) Evolution of HRMi) E-HRM

Define HRM Define the roles

of HRM Analyse the

composition of HR Department

Discuss the various types of HRM skills & models

Define E-HRM

Explain the skills & Roles of HR

List the components of a typical HR Department

Identify the types of HR policies and principles

Summarise the evolution of HRM

Helen Deresky, International Management across borders and cultures, 7th edn, Pearson Education

Parvez Ghauri, International Business Negotiation, Elsevier Ltd

https://www.boundless.com/management/textbooks/boundless-management-textbook/organizational-culture-and-innovation-4/culture-33/the-impact-of-culture-on-an-organization-186-7566/

Refer activities for all chapters below the TOC

1.2 Challenges in a) Globalization and Explain the roles Discuss the Helen Deresky, http://

http://study.com/academy/lesson/what-is-negotiation-the-five-steps-of-the-negotiation-process.html




HR HRMb) HRM in Mergers & Acquisitionc) HRM in high-performing organizationsd) Role of HR in new organizational formse) Changing demographics of workforcef) Changed employee expectationsg) HR as a change agent

played by HR in Mergers & Acquisitions, High performing organizations & new organizational forms

Discuss the challenges faced by HR in today’s scenario

changes in HR brought about by Globalization

Analyse the challenges faced by today’s HR manager.

International Management across borders and cultures, 7th edn, Pearson Education

Parvez Ghauri, International Business Negotiation, Elsevier Ltd

David Bloomfield, Yash Ghai and Ben Reilly, Democracy and Deep-Rooted Conflict: Options for Negotiators

study.com/academy/lesson/what-is-negotiation-the-five-steps-of-the-negotiation-process.html

2. Recruitment Process

2.1 a) HRP & Job Analysis

a) HRP1. Definition of HRP2. Importance of HRP3. Factors affecting

HRP4. HR Planning

process5. Requisites for

successful HRP6. Barriers to HRPb) Job Analysis1. Definition of Job

Define HRP List the factors

affecting HRP Elaborate on the

HRP process Identify the

requisites & barriers for successful HRP

Define Job Analysis Identify the

reasons for

Analyse the importance and factors influencing HRP

Comprehend how Job Analysis can be considered as a pre-requisite to HRP

List the Barriers to HRP

Pathak, Bhagat, Kashlak, International Management - Managing in a diverse and Dynamic global Environment

https://www.business.qld.gov.au/business/running/managing-business-relationships/negotiating-successfully/negotiation-process






Analysis2. Significance of Job

Analysis3. Purpose of Job

Analysis4. Job Analysis

Process5. Job Analysis &

TQM6. Job Analysis and

Strategic HRM7. Problems with Job

Analysis

conducting Job Analysis

Elaborate on the Job Analysis process

Compare Job Analysis with TQM & Strategic HRM

Identify the purposes of doing Job Analysis

List the problems associated with Job Analysis

2.2 Recruitment and Selection

a) Recruitment1. Definition & Importance of Recruitment2. Factors governing Recruitment3. Recruitment Process4. Philosophies of Recruiting5. Alternatives to Recruitmentb) Selection1. Definition & Importance of Selection2. Selection as a

Define Recruitment & Selection

Compare the importance of Recruitment with the importance of Selection

Elaborate on the Recruitment & selection process

Analyse the selection errors and the barriers to effective selection.

Discuss the significance of Recruitment & Selection

Explain the philosophies of Recruitment and factors governing Recruitment.

Identify the steps in Recruitment & Selection process.

Discuss how Selection can

Pathak, Bhagat, Kashlak, International Management - Managing in a diverse and Dynamic global Environment

http://www.edunote.info/2013/01/5-steps-of-negotiation-process.html




source of competitive advantage3. Selection Errors4. Selection process5. Barriers to effective selection

be a source of competitive advantage to a firm.

3. Training & Development

3.1 Induction & Training

a) Induction 1. Definition of Orientation2. Purpose of Orientation 3. Process of Orientation programme4. Requisites of an effective Orientation programme5. Evaluation of an Orientation programme6. Errors in Orientation programmeb) Training1. Definition of Training & Development2. Difference between Training &

Define Induction List the purpose

of Orientation programme

Discuss the stages in Orientation programme

Define Training & Development

Differentiate between Training & Development

Analyse the stages in Training process

Identify the barriers to effective training.

Compare and contrast the stages in Orientation process with the stages in Training process

Explain the Errors in Training programme and Orientation programme

List the objectives of Orientation programme and Training programme

Leigh L. Thompson, The Mind and Heart of the Negotiator

David Bloomfield, Yash Ghai and Ben Reilly, Democracy and Deep-Rooted Conflict: Options for Negotiators

http://www.gaviningham.com/no-fear-sales-negotiation-skills/




Development3. Nature of Training & Development4. Training as a source of competitive advantage5. Training Process

Need Analysis Setting

instructional objectives

Designing the Training Programme (Methods)

Conduction of Training programme

Follow up & Evaluation

6. Barriers to effective training

3.2 Performance appraisal & Career development

a) Performance Appraisal 1. Definition of Performance Appraisal2. Objectives of Performance Appraisal

Define Performance Appraisal

Explain the objectives of Performance Appraisal

Elaborate the

Discuss how Performance Appraisal can result in competitive advantage for the firm.

Compare the

Leigh L. Thompson, The Mind and Heart of the Negotiator

https://blog.udemy.com/negotiation-process-2/




3. Performance appraisal as source of competitive advantage4. Performance Appraisal Process5. Problems in Performance Appraisal6. Legal issues associated with Performance appraisal7. Job Evaluation8. Pitfalls of Job Evaluation9. Alternatives to Job Evaluationb) Career Development1. Career Planning & Career Development 2. Management Development Programmes3. Individual Career development4. Stages in Career Development

steps in Appraisal process

List the legal issues associated with Performance Appraisal

Define Job Evaluation

Analyse the pitfalls & alternatives to Job Evaluation

Analyse the stages in Career Development

stages in Performance Appraisal process & Career Development process.

Explain the Pitfalls & Alternatives to Job Evaluation.

4. Employee 4.1 Employee a) Definition of Define Summarise the Pathak, Bhagat, https://


Compensation and Benefits

Compensation

Compensation planningb) Components of Employee Remuneration1. Monetary2. Non-Monetaryc) Difference between wages and salaryd) Theories of Remuneration1. Reinforcement & Expectancy theory2. Equity Theory3. Agency theorye) Ideal Remuneration systemf) Factors influencing employee remunerationg) Devising a Remuneration planh) Challenges of Remuneration

Compensation Classify the

components of Compensation.

Describe the various theories of remuneration.

Identify the factors influencing employee remuneration.

Discuss the steps in Remuneration plan

List the challenges of Remuneration

components of remuneration, remuneration theories, and the steps involved in devising a compensation plan.

Comprehend the factors influencing employee remuneration and the challenges of remuneration.

Kashlak, International Management - Managing in a diverse and Dynamic global Environment

www.business.qld.gov.au/business/running/managing-business-relationships/negotiating-successfully/negotiation-process

4.2 Incentives & Employee Benefits

a) Definition of Incentives b) Incentives & Bonusc) Advantages & Disadvantages of Incentives

Define Incentives Explain various

advantages and disadvantages of Incentives

Compare and

Discuss the significance Incentives & bonus schemes

Summarise the classification of

Pathak, Bhagat, Kashlak, International Management - Managing in a diverse and

http://www.edunote.info/2013/01/5-steps-of-negotiation-





d) Types of Incentive Schemese) Group Incentive schemesf) Incentive Schemes in Indian industriesg) Installing an Incentive Schemeh) Definition of Fringe benefitsi) Significance & Types of employee benefitsj) Principles of Fringe Benefitsk) Future of Fringe Benefitsl) HR laws in the global context

contrast the different types of Incentive schemes

List some of the incentive schemes adopted in Indian industries

Define Fringe benefits.

Explain the significance and types of Fringe benefits.

Identify some of the HR Laws in the global context

incentive schemes and employee benefits.

Dynamic global Environment

process.html

5. Managing Human Resources in International Business

5.1 HR Challenges of International Business

a) The Manager’s Global Challengeb) Adapting HR activities to Inter-country differences1. Cultural factors2. Legal Factors3. Political Factors4. Economic Factors5. Labour Relations

Identify challenges faced by the global manager

Discuss how the cultural, economic, Political & legal factors lead to inter-country differences.

List the methods

Analyse the Ethnocentric, Polycentric & Geocentric approaches to International staffing.

Summarise the various staffing methods and


http://www.columbia.edu/~mwm82/negotiation/TheMindAndHeart220-242.pdf





c) Staffing the global organizationd) Management values and International staffing policies1. Ethnocentric approaches2. Polycentric Approaches3. Geocentric Approachese) Selecting Expatriate Managersf) Avoiding early expat returns

of staffing global organization.

Elaborate the various international staffing policies.

Explain the expatriate problems faced by the HR manager.

ways of identifying expat managers and avoiding their early returns.

5.2 Maintaining employees abroad

a) Training employees on International Assignmentsb) Appraising managers abroadc) Compensating managers abroad1. The Balance-Sheet Abroad2. Incentives3. Steps in establishing a global pay systemd) Labour relations

Illustrate the ways of training employees on International assignments.

Elaborate on methods of compensating and appraising employees abroad.

Summarise the ways of training and appraising employees abroad.

List the steps involved in establishing a global pay system and Expatriation and Repatriation


https://www.lscore.ucla.edu/TA/CulturalVariables.pdf




abroade) Terrorism, Safety & Global HRf) Repatriation: Problems & Solutionsg) Managing HR locally

issues.

Please Note: For all the modules the books identified should be referred for developing the SLM as there is no single

textbook which covers the entire syllabus.

Activities for Chapters 1.1 & 1.2

1.1 Online Activity – Time 40 minutes

1. Make a cultural profile of yourself and a profile of another culture.

● Make a comparison of the differences between your own culture and another culture.

● Make an analysis of the main differences in cultural values and the way they change management roles.

● Determine the management strategies needed to make a success of your job in the country chosen.

1.2 Offline Activity – Time 35 minutes

A small case study for starters

An appropriate way of starting the examination of managerial competence within a context of cultural diversity is to consider the case of Mr Takahashi and the perfume.

Mr Takahashi and the perfume

Lekan, a large wholesaler specializing in interior furnishings, needed to boost its sales. Its domestic market was stagnant and its export sales, although increasing gradually, were not delivering the anticipated volume. The company desperately needed to make a large deal, preferably in the expanding Asian market.

After intensive efforts by its marketing department, Lekan was eventually contacted by a Japanese company, Ligato, which was interested in purchasing floor coverings. The two companies met on several occasions in Tokyo and a large deal was finally made. A dinner was arranged to celebrate the successful conclusion of business.

Mr Roberts, the senior sales manager who had headed the Lekan team of negotiators, had brought along gifts for Mr Takahashi, his Japanese counterpart. With heartfelt expressions of gratitude, Mr Roberts handed over a bottle of 25-year-old malt whisky and then Chanel perfume which, he said, was intended for Mrs Takahashi. Mr Takahashi did his best to conceal his anger and disappointment. He left the celebrations, however, without signing the contract.

Why did Mr Takahashi react the way he did?



You recently received a telephone call from the vice president of sales for a large national office machine supplier. She invited you to an interview—and she made it clear that she wants to hire you and will try to negotiate a contract with you during the interview. You responded that you are quite content in your sales position with a regional competitor of her firm. She also made it clear, however, that this could be a very lucrative move for you, and thus you agreed to the interview. You then suggested that both of you consider carefully all of the issues that might be included in a negotiated contract. To better prepare yourself, you contacted a good friend who is currently a sales agent for her firm and asked him what issues he would suggest that you put on the table, because they might be important to you and she had the authority to negotiate, at least to a limited degree, on those issues.

After your conversation with your friend, and after giving the matter some thought, you developed a list of eight issues that you would like to discuss: (1) annual salary, (2) primary sales territory (your friend indicated that due to expansion five territories are available), (3) expense account, (4) office location within the building, (5) signing bonus, (6) number of travel days per month, (7) automotive usage plan, and (8) starting date. In final preparation for today’s interview you decided to list several possible outcomes for each of the eight issues, and as a means of “creating value” for each you assign a “point value” to each outcome so you can compare them. The accompanying table includes the eight issues and your estimated value of the possible outcomes for each. In the right column are the vice president’s point values as well—although you, of course, don’t know them. Review the issues and your values for each possible outcome, and answer the following skills

Question.

1. Why is this an integrative bargaining situation?


In groups of three, represent a consulting firm. You have been hired by a diversified multinational corporation to advice on the political and economic environment in different countries. The company wants to open one or two manufacturing facilities in Asia. Choose a specific type of company and two specific countries in Asia and present them to the class, including the types of risks that would be involved and what steps the firm could take to manage those risks.



1. Do some research to determine the codes of conduct of two familiar companies. Compare the issues that they cover and share your findings with the class. After several students have presented their findings, prepare a chart showing the commonalities and differences of content in the codes presented. How do you account for the differences?

3.1 Offline Activity – Time 1 day

2. Multicultural Negotiations

1. Eight student volunteers will participate in the role play. Four represent a Japanese automobile manufacturer, and four represent a U.S. team that has come to sell microchips and other components to the Japanese company. The remainder of the class will observe the negotiations.

2. The eight volunteers will divide into the two groups and then separate into different rooms, if possible. At that point, they will be given instruction sheets. Neither team can have access to the other’s instructions. After dividing the roles, the teams should meet for 10 to 15 minutes to develop their negotiation strategies based on their instructions.

3. While the teams are preparing, the room will be set up using a rectangular table with four seats on each side. The Japanese side will have three chairs at the table with one chair set up behind the three. The American side of the table will have four chairs side by side.

4. Following these preparations, the Japanese team will be brought in, so they may greet the Americans when they arrive. At this point, the Americans will be brought in and the role play begins.

Time for the negotiations should be 20 to 30 minutes. The rest of the class will act as observers and will be expected to provide feedback during the discussion phase.

5. When the negotiations are completed, the student participants from both sides and the observers will complete their feedback questionnaires. Class discussion of the feedback questions will follow.

Feedback Questions for the Japanese Team

1. What was your biggest frustration during the negotiations?

2. What would you say the goal of the American team was?

3. What role (e.g., decider, influencer, etc.) did each member of the American team play?

Mr. Jones

Mr. /Ms. Smith

Mr. /Ms. Nelson

Mr. /Ms. Frost

4. How would you rate the success of each of the American team members in identifying your team’s needs and appealing to them?

Mr. /Ms. Jones, Vice President and Team Leader

Mr. /Ms. Smith, Manufacturing Engineer

Mr. /Ms. Nelson, Marketing Analyst

Mr. /Ms. Frost, Account Executive

5. What strategy should the American team have taken?

Feedback Questions for the American Team


2. What would you say the goal of the Japanese team was?

3. How would you rate the success of each of the American team members?

Mr. Jones, Vice President and Team Leader





5. What role (e.g., decider, influencer, etc.) did each member of the Japanese team play?

Mr. Ozaka

Mr. Nishimuro

Mr. Sheno

Mr. Kawazaka


Feedback Questions for the Observers


2. What would you say the goal of the Japanese team was?

3. How would you rate the success of each of the American team members?

Mr. /Ms. Jones, Vice President and Team Leader





5. What role (e.g., decider, influencer, etc.) did each member of the Japanese team play?

Mr. Ozaka

Mr. Nishimuro

Mr. Sheno

Mr. Kawazaka


3.2 Online Activity – Time 1 day

In small groups of students, research Hofstede’s findings regarding the four dimensions of power distance, uncertainty avoidance, masculinity, and individualism for one of the following countries in comparison to India.

Present your findings to the class. Assume you are a Indian manager of a subsidiary in the foreign country and explain how differences on these dimensions are likely to affect your management tasks. What suggestions do you have for dealing with these differences in the workplace?

U.S.

Italy

People’s Republic of China

Russia



Develop a cultural profile for one of the countries in the following list. Form small groups of students and compare your findings in class with those of another group preparing a profile for another country. Be sure to compare specific findings regarding religion, kinship, recreation, and other subsystems. What are the prevailing attitudes toward time, change, material factors, and individualism?

Nigeria

People’s Republic of China

India

France

U.S.


Listening can be an effective tool during negotiations. William Devine was representing a client on a land purchase. “The owner and I spent 2 hours

on the phone horse-trading contract issues, then turned to the price,” Devine explained. “We were $100,000 apart.” The owner then said, “The price

your client proposes will leave us well short of our projections. That makes it very tough on us.” The line went silent.

“My impulse was to say something in response to the silence, and I started to speak, then stopped. As I hesitated, I sensed that if I said, ‘My client can

pay all cash,’ or ‘It’s still a good deal for you,’ then the owner would take my comment as an invitation to joust, we would battle over the hundred

grand, and my client would end up having to pay some or all of that sum. The owner had not asked a question or proposed a compromise, so no

response was required from me at that moment. I decided to remain silent. After what felt like days but was probably less than 30 seconds, I heard,

‘But I guess it’s good for us [i.e., his company] to just get this deal done, so we’ll do it.’”

Devine saved his client $100,000 by staying silent.

Questions to Think About

1. What does this case suggest about the role of silence in negotiations?

2. Have you ever had a similar experience when saying nothing paid off?

3. Are there times when silence is a bad idea? Explain your answer.



Form groups in your class—multicultural groups, if possible. Have each person make notes about his or her perceptions of

(1) Americans, (2) Arabs, (3) Africans, and (4) Europeans. Discuss your notes and draw conclusions about common stereotypes. Discuss any differences and why stereotyping occurs.


Salary Negotiations

Thinking about negotiations is a lot easier than actually engaging in them. In order to give you some practice with the information in this chapter, you

will engage in a salary negotiation.

1. To make this more meaningful, the exercise will be based on a job that you are actually interested in. Think of a job you would like to have (either

now or in the future). Imagine you have been offered this job. The salary is OK. It is about 15% below the market rate for this type of job, but you

really want the job.

2. What will you do?

o Will you negotiate for a higher salary?

o What are the pros and cons of this choice?

3. If you’ve decided to negotiate (and we strongly suggest you do), work through the steps in the negotiation process.



Invite some students who are from other countries to your class. Ask them to bring photographs, slides, and so forth of people and events in their native countries. Have them explain the meanings of various nonverbal cues, such as gestures, dress, voice inflections, architecture, and events. Discuss with them any differences between their explanations and the attributions you assigned to those cues.


Interview a faculty member or a businessperson who has worked abroad. Ask him or her to identify factors that facilitated or inhibited adaptation to the host environment. Ask whether more preparation could have eased the transition and what, if anything, that person would do differently before another trip.

SME: Ms. Ameer Asra Ahmed

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MMS 2 FM HRM 25-10-2015 AA

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