Course Profile Managing a Small Business (BOG4E), Grade 12, Workplace Preparation, Public
Unit 4: Human Resource Management
Time: 40 hours
Activity 4.1 | Activity 4.2 | Activity
4.3 | Activity 4.4 | Activity 4.5
Unit Description
Students analyse the importance of leadership in human resource management, and the mechanics and processes of group dynamics. Students are given an opportunity to demonstrate an understanding of the process of hiring and training employees. The next step is to assess the role of the manager in motivating and evaluating employees and demonstrate an understanding of the laws that govern working conditions.
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Activity |
Time |
Learning
Expectations |
Assessment
Categories |
Tasks/Focus |
|
4.1 |
6 hours |
HRV.01, HR1.01, HR1.02, HR1.03 |
Knowledge/ Understanding Thinking/Inquiry Application Communication |
1. Business Leader Role Play 2. Classification
of leadership Traits and Behaviours 3. Leadership Jigsaw 4. Investigation of the Life Cycle of Management Theory 5. Reflection on a Business Leader |
|
4.2 |
12 hours |
HRV.01, HRV.02, HR2.01, HR2.02, HR2.03, HR2.04, HR2.05 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
1. Free Standing Structure 2. Survival Game 3. Jigsaw Puzzle 4. Conflict Situations |
|
4.3 |
10 hours |
HRV.03, HR3.01, HR3.02, HR3.03, HR3.04 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
1. Introduction and Human Resource Planning 2. Recruitment and Selection 3. Orientation and Training 4. Replacement 5. Case study |
|
4.4 |
4 hours |
HRV.04, HR4.01, HR4.02, HR4.03, HR4.04, HR4.05 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
1. Investigate motivation 2. Explain Performance Appraisal Systems 3. Examine progressive discipline systems |
|
4.5 |
8 hours |
HRV.05, HR5.01, HR5.02, HR5.03, HR5.04 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
1. Employment Standards Act 2. Workplace Safety 3. Labour Unions 4. Human Rights Case Studies |
Time: 6 hours
Students learn about the importance of leadership and the types of leadership styles effectively used in business. Examples of these theories are the Blake and Mouton’s Managerial Grid, the Life Cycle Theory of Management and the types of power that effective leaders utilize. The teacher provides a series of case studies students could work through and apply the theories.
Strand(s): Human Resource Management
Overall Expectations
HRV.01 - analyse the nature and the importance of effective leadership in a small business environment.
Specific Expectations
HR1.01 - explain the factors that contribute to effective business leadership (e.g., vision, goal setting, power, personality traits);
HR1.02 - compare a variety of leadership styles (e.g., task-oriented and relationship-oriented, authoritative and consultative);
HR1.03 - explain why different leadership styles are appropriate to different managerial tasks (e.g., implementing change, managing conflict, managing stress).
· To help students identify effective leadership characteristics suggest a tool such as: Effective Leadership: An Assessment Tool from the Conference Board of Canada. This template suggests leadership characteristics students may identify in the Business Leader Research homework. (See www.conferenceboard.ca/education/best-practices/default.htm.)
· The types of power, the Blake and Mouton’s Managerial grid, the Leadership Life Cycle, theory explanations and examples can be found in texts listed in Resources.
· The Conference Board of Canada website also provides Leadership case studies.
· The teacher prepares the Role-Play Checklist found in Organizational Studies: Organizational Behaviour and Human Resources BOH4M Public and the Role-Play Assessment Chart found in BTX4E Public at www.curriculum.org.
· The teacher prepares expert stations for the Leadership Style jigsaw.
· The teacher obtains items that are difficult to assemble
· Preparation of summative unit test.
4.1.1 One
Minute Introduction to a Business Leader
In the introductory task students identify business leaders in our global community such as sports, politics, business, humanitarian, or school/club leaders. Before this activity, the teacher distributes the Effective Leader Template that identifies characteristics of a leader. As homework, students identify one business leader and determine his/her effective leadership traits. In class, students present a one-minute oral summary of the characteristics of the effective business leader. Students use the Oral Presentation Checklist found www.curriculum.org, BBB4M Public, as a formative assessment. Students present their selected leader. The class identifies the leader and records at least one effective leadership characteristic. After the presentations, students rank individually, what they personally value as the top three characteristics of an effective business leader from this list of leadership traits accumulated. Using the cooperative strategy think/pair/share, students share the list with a partner, and then regroup with another pair to share their preferences. Each group should forms a definition of leadership (factors such as concern for people and production should be considered). The teacher has each group present the definition to the class. The teacher leads a class discussion based on each group’s definition to formulate a collaborative class definition of leadership (see Resources).
4.1.2 Types of
Power
This task focuses on a leader’s power (ability to affect the behaviour of others). The teacher may wish to add relational power, the ability to work well in a group, to the classifications found in resources. The teacher leads an introductory discussion that highlights actions, consequences, and the distribution of punishment. This includes the actions/consequences based on the school behaviour code, or a sport such as football or hockey. An example could be that a coach has the power to select the team members on the ice/field. The teacher leads into the definition of power, and the classifications of power. Position power (associated with things managers can offer to others) is comprised of reward, coercive and legitimate power. Personal power (associated with the ways managers are viewed by others) is comprised of expert, relational, and referent power. The teacher involves students in identifying realistic examples for each type of power.
4.1.3 Leadership
Style Jigsaw
Students investigate leadership styles and classify the reoccurring pattern of behaviour exhibited by the leader. The teacher divides students into groups of five “home” groups. Using the jigsaw cooperative strategy, each member goes to an “expert” station to learn about one specific classification of leadership styles. Examples are: Impoverished Management, Country Club Management, Team Management, Authority-Obedience Management, or Middle-of-the-Road Management. Students, in expert groups, record a definition of characteristics and at least two examples of the leadership style. Students return to the home group and teach the leadership style to the other members. The teacher connects the information by drawing The Leadership Grid (Blake and Mouton’s Managerial Grid) on the board and has students fill in the appropriate information (see Resources).
4.1.4 Life
Cycle Management Theory
The teacher brings something difficult to assemble/put together. The students try to assemble the item. The first time it happens the teacher coaches the students; the students then try the second and third time. Each time students improve on their ability to assemble the item. This highlights the way one’s successful experience with a task makes one more independent. The teacher draws from the students’ employment experiences and prompts the class to share job-training experiences. From the discussion, the teacher directs students to the way one develops expertise on the job over time in order to work independently while acquiring task experience, competence, and job maturity thus requiring less direction from their supervisor/manager. The teacher provides a handout on Life Cycle Management Theory and builds on student experiences to explain the theory.
4.1.5 Leadership,
Power, and Life Cycle Management Scenario
Students create a role-play scenario to demonstrate their understanding of leadership and power. The teacher writes down the five leadership styles and the six types of power on pieces of paper to pull out of a hat. Students form groups of two or three and then select the type of leadership/power they have to role-play. Students develop a scenario (in any setting, e.g., school, retail business, office, or sport scenarios) that they believe best demonstrates the leadership style/power selected. Each group performs the dramatization in front of the class, and at the end of the scenario, the observing student groups collectively discuss the type of leadership/power demonstrated. Students in their groups may look at their notes to make a selection. Students use the Role-Play Assessment Chart, BBB4E Public at www.curriculum.org., as a formative assessment. Once the groups correctly guess the scenario, the presenting group leads a brief discussion highlighting the clues/characteristics of the scenario.
4.1.6 Reflection
on the Business Leader
Students reflect on their initial Business Leader or they may select a new leader. Students analyse the leadership style (using Blake and Mouton’s Managerial Grid) and type of power he/she utilizes (six types of power) and identify the type of workplace condition/situation(s) he/she manages (e.g., implementing change, managing conflict, managing stress, managing team dynamics) and why this leader is either successful or unsuccessful. Students record their information on a table.
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Business Leader |
Job |
Managerial Style |
Types of Power |
Workplace Conditions |
Why is this leader (un)successful |
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The teacher prompts students to give a Business Leader for each type of Managerial Style on the Managerial Grid and the six types of power. Students record this information on the board and the teacher leads a class discussion to verify the information. At the end students will have recorded a Business Leader for each type of Managerial style and type of power. Alternatively, the teacher provides case studies and students analyse the managerial style and type of power the leader utilizes.
Focus: Knowledge/Understanding, Thinking/Inquiry, Communication, Application
Formative
· Self-assessment with time allowed for revisions before teacher assessment
· Oral Presentation Checklist for description of a leader in Strategy 4.1.1 focuses on Knowledge/Understanding and Communication
· Role Play Evaluation Chart focuses on all four Achievement Chart categories or Strategy 4.1.5
Summative
· Unit Test created by the teacher, covers all four Achievement Chart categories (See Resources.)
· The teacher should take into consideration the student’s Individual Education Plan (IEP) for specific accommodations and suggestions that address the student’s learning needs.
· Extensive suggestions for accommodations are in the Ontario Curriculum Unit Planner K-12, Special Education Companion
The teacher presents examples of possible community-based enterprising opportunities by using their community newspaper, school website, newsletter, and yearbook. Overview Resources provide students with examples of opportunities to look for in their community.
Leadership, Power and Authority –
www.busn.ucok.edu/mdubray/class/Slides/ch10Leading/index.htm
Online slide presentation on power, leadership, delegation and responsibility
and situational leadership
Outward Bound Canada – www.outwardbound.ca/
Leadership programs for students
R. Griffin and J. Singh. Management, Canadian Edition. Toronto, Ontario: Houghton Mifflin Company, 1999. Chapter 17: Leadership and Influence Process
Schermerhorn, Management, 7th ed. Toronto, Ontario: John Wiley & Sons, Inc., 2002. Chapter 13: Leading to Inspire
Schermerhorn, Management, 6th ed. Toronto, Ontario: John Wiley & Sons, Inc., 2001. Chapter 13: Leading to Inspire
The Conference Board of Canada –
www.conferenceboard.ca/knowledge.htm
Knowledge Areas: Leadership Development
The Conference Board of Canada –
www.conferenceboard.ca/education/best-practices/default.htm
Leadership case studies.
Time: 12 hours
Students demonstrate an understanding of why group cohesiveness and cooperation is essential for an organization to run effectively. This relationship is not only important within an immediate group, but stresses the interdependence of other groups/departments within the organization. Students investigate conflict resolution as it plays a major role in a group setting. Hands on activities and teacher-led note making help the students master these tasks.
Strand(s): Human Resource Management
Overall Expectations
HRV.01 - analyse the nature and the importance of effective leadership in a small business environment;
HRV.02 - analyse the mechanics and processes of group dynamics.
Specific Expectations
HR2.01 - demonstrate an understanding of the stages of group development and the roles that individuals assume within a group structure;
HR2.02 - explain the positive relationship between teamwork and the success of an organization (e.g., the effects of empowerment, synergy);
HR2.03 - compare formal and informal group structures by considering channels of communication and relationships with other departments and organizations;
HR2.04 - identify the factors that contribute to the success or failure of a group (e.g., shared norms, cohesiveness, task definition);
HR2.05 - evaluate individual conflict-management styles and their effect on the conflict (e.g., evasive, accommodating, authoritative, compromise-seeking).
The teacher:
· collects mini-marshmallows, uncooked spaghetti, and newspaper for building of Free Standing Structure, Teaching/Learning Strategy 4.2.1. (For quick, clean up lay newspapers on the desks before starting.);
· prepares class handouts on definitions pertaining to group dynamics;
· provides 4-6 jigsaw puzzles (15-20 pieces);
· prepares class handouts on conflict management styles;
· prepares scenario assessment Appendix 4.2.1.
4.2.1 Free Standing
Structure
Students investigate how group dynamics work by completing a series of tasks. The teacher supplies each group with a bag of mini-marshmallows and uncooked spaghetti. Students are to build a tower, using the spaghetti and marshmallows. The tallest freestanding structure completed after 30 minutes wins. This is a good motivational activity that introduces students to the stages of group development. The teacher can define group process as ‘how members of a group work effectively to get tasks completed’. There are important considerations: how they make a decision, and how they handle conflict, and the breakdown of these considerations can lead to negative consequences. This exercise can also lead to a class discussion on how individuals take on different roles when solving a problem. Some people take a more aggressive role, while others tend to be more submissive.
4.2.2 Survival
Game
The class plays a “Survival Game.” Students receive the survival scenario and work individually ranking their survival items. Students are placed in groups and designated roles for each of their members; specifically, a spokesperson, timer, observer of the group dynamics, a secretary, and a person to make sure the group is on task. As a timed activity, students work in groups to arrive at a team ranking. All groups then record their rankings on the board or answer sheet to share with the class. The spokesperson of each team presents his/her team ranking and the observer shares the way the team arrived at its decision and selects one of the five leadership styles that best represent his/her team. At the end of the activity, the teacher then gives the “technically” correct answer and the team with the lowest point differentiation wins. Websites listed in Resources outline the process. As a debriefing, class discussion should focus on the influences of a dominant person on a group decision and the benefits of a group process in making a decision. See Appendix 4.2.1.
4.2.3 Jigsaw
Puzzle
Students are divided into groups and each group receives a jigsaw puzzle. Before giving the students the puzzle box, the teacher removes one piece from each of the boxes and puts it in another group’s puzzle box. The task is for the group to put the puzzle together without speaking to immediate group members, but students can speak to other groups. (A variation of this task is for the teacher to hold a piece from each of the puzzle to see how the dynamics evolve). This demonstrates the importance of communication in your immediate departments, communication with other departments, and that departments are interdependent within the company. The teacher stresses the importance of this communication and can use the relationship between sales and production to illustrate. When the sales department acquires an order, notification to the production department is essential for the company to operate effectively. This activity provides a segue into a discussion on barriers to communication that includes semantic barriers, absence of feedback, physical distractions, stereotypes, poor choice of media, and cultural differences.
4.2.4 Conflict
Resolution
This task teaches students how to deal with conflict situations. The teacher should stress the fact that substantive conflict can be good for organizations. The teacher makes a note explaining the five types of conflict management styles (avoidance, accommodation, authoritative, compromise and collaboration). Students role-play a situation in which two employees have a disagreement and work it through to a mutually satisfactory conclusion (see Resources). The teacher could also supply a case study – perhaps linked to the human resource cluster or the labour law cluster for the students to solve and present. See BOH4M Public for conflict scenarios.
Involving students in the assessment process is one way to encourage group members’ involvement. Assign individual grades. Give students the assessment tools and rubrics at the start of the activity.
Formative
Students:
· Role-Play Assessment Chart from BTX4E Public and Role-Play Assessment Chart from BBB4E Public – www.curriculum.org focus on all four Achievement Chart categories
· Scenario Assessment Sheet, Appendix 4.2.1 focuses on Thinking/Inquiry, Communication and Application
· It is important that the teams have an opportunity to fine-tune the product, after they have received the peer and group feedback, before submitting the product to the teacher for grading.
Summative
The teacher:
· Scenario Assessment, Appendix 4.2.1 focuses on Thinking/Inquiry, Communication and Application
· Unit Test, see Resources focuses on all four Achievement Chart categories
Schermerhorn, John, R. Management, 7th ed. Toronto:
John Wiley and Sons, Inc., 2002.
ISBN 0-471-43570-8
This resource provides the Lost at Sea example on Page W-103.
Websites
The Association of Conflict Resolution –
http://www.crenet.org/
The Association for Conflict Resolution is a professional organization
dedicated to enhancing the practice and public understanding of Conflict
Resolution.
The Conflict Resolution Education Network –
http://www.crenet.org/What_is_CR/what_is_cr.htm
This is the Conflict Resolution Education Network site. It provides a listing
of resources and contacts for information pertaining to Conflict Resolution.
The site provides educational examples at different academic levels.
Conflict Resolution Page
–
http://www.geocities.com/terrynwilliams/tutorials/presentations/audience_feedback.htm
This website gives a lot of information on conflict resolution pertaining to
many countries worldwide that are in a state of distress. It provides an
account of different relationships between war-torn countries.
Management Learning.com –
http://managementlearning.com/topi/mngtbarr.html
Provides information on barriers to communication.
Overcoming Barriers to Communication –
http://www.extendyourhand.com/article1033.html
This site provides information on barriers to communication and ways to avoid
them.
Ridgewood – http://www.ridgewood.ca/links.html
There are a collection of role plays and other exercises dealing with conflict
resolution. The culminating activity gives students the opportunity to
experience the team process by presenting to the class.
Serious Comedy
– http://www.geocities.com/terrynwilliams/tutorials/presentations/audience_feedback.htm
Provides information on barriers to communication.
Tasks:
Assign Group Roles
1. The youngest is the scout (gets the materials) and spokesperson (shares the team results).
2. The person who lives closest to the school is the scribe (records all information).
3. The person whose birthday is closest to today is the expeditor (keeps the group on task and maintains timelines).
4. The last person is the observer (responsible for group and individual ratings).
Timeline: You have one class period to solve the scenario, present your findings and complete the assessment.
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Scenario
Assessment Sheet Instructions · Each member of the group is an observer. Enter the team members’ names. · When a team member demonstrates one of the interaction skills put a checkmark in their column. · Total the columns. · Share your data with the group. · Record your group’s conclusion about participating. · Make sure each team member receives feedback on helpful behaviours. · Set a team goal for future improvement. |
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Observer: |
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Date: |
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Interaction
Skill |
Name |
Name |
Name |
Name |
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Gives ideas |
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Asks for ideas |
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Compliments ideas |
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Total checkmarks |
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Leadership Style |
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Group’s Conclusion |
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Team Goal (What would the team do differently?) |
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Observer’s Goal |
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How Did I Help My Group? |
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- poorly |
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- did just enough to get by |
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- put forth a solid effort |
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- could not reasonably expect more |
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- did it all while others watched |
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What would I do differently? |
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Time: 10 hours
The teacher explains the six steps in the human resource process (human resource planning, recruitment, selection, orientation, training, and replacement). Students study the theoretical elements, supported by actual examples, and then create a human resource plan for a small business.
Strand(s):
Overall Expectations
HRV.03 - demonstrate an understanding of procedures for hiring and training employees.
Specific Expectations
HR3.01 - identify the elements of human resource planning (e.g., job analysis, job description, job specification, identification of skill requirements);
HR3.02 - explain the recruiting process (e.g., advertisement, preliminary contact, screening, checking references);
HR3.03 - demonstrate an ability to use techniques related to the job-interview and job-selection process (e.g., question preparation, verbal and non-verbal communication);
HR3.04 - identify a variety of types of job training (e.g., orientation, on-the-job, off-the-job, apprenticeship, additional education).
·
Students have encountered these concepts from the
perspective of a potential employee in the
Grade 10 Career Studies course.
· Students may have had first-hand experience in previous and/or current part-time jobs.
· Collect job advertisements and application forms from many different businesses to use as examples. The students often have access to many of these from their workplace.
· Book Internet access for research in online job recruitment postings.
· Prepare handouts and assessment materials
4.3.1 Introduction
and Human Resource Planning
The teacher should begin by providing a note on the six steps in the human resource process. Next, the teacher provides a note on human resource planning which includes a definition; the importance of attracting, developing, and maintaining a quality workforce; employment equity; and equal opportunity and the impact of labour contracts.
4.3.2 Recruitment
and Selection
The next step in the human resource process is recruitment. The teacher explains the difference between internal (bulletin boards, promotions, newsletters, e-mail postings, etc.) and external recruitment (newspapers, online, acquaintances, headhunters, etc.), and provides a variety of examples. Students also could explore some of the online recruitment websites (www.monster.com, workopolis.com, www.mazemaster.com)
To teach the selection process the teacher provides a variety of job application forms from local businesses. Students could compare these applications in groups and present the similarities and differences to the class. Next, the students make a list of interview questions asked in their previous job interviews, if applicable. Students volunteer their questions and a teacher-led discussion explains whether the questions are appropriate and how students would answer them in an interview. Emphasis on the fact that past work behaviour indicates future work behaviour may help students understand good questioning techniques.
4.3.3 Orientation
and Training
The teacher explains orientation by providing a note on the definition and its positive impact on job performance. The teacher asks students to explain the orientations that they have experienced.
Training is an important concept in successful companies. The teacher provides a note on the types of training including on-the-job, off-the job, apprenticeship, coaching, mentoring, simulation games, job rotation, and modelling. The teacher should provide real life examples of company’s training programs.
4.3.4 Replacement
The last step in the human resource process is replacement. The teacher provides a note on the reasons why replacements are necessary (promotions, lateral moves, retirements, layoffs, dismissals). The class discusses the way businesses legally terminate employees.
4.3.5 Case
Study
Students take the knowledge gained from the theory on human resource planning and apply it to a case study. See Appendix 4.3.1. Students complete this case study in pairs.
Diagnostic
· Pretest skills learned from Grade 10 Career Studies course
Formative
· Teacher observation during lessons and sharing sessions is assessed under learning skills
· Peer and self-assessment of group work (use or adapt Appendix 4.2.1) focuses on all four Achievement Chart categories
· Written Report Rubric, BTX4E Public at www.curriculum.org focuses on all four Achievement Chart categories
Summative
· Case Study, Written Report Rubric, BTX4E Public at www.curriculum.org focuses on all four Achievement Chart categories
· Teacher-prepared Unit Test (see Resources) focuses on all four Achievement Chart categories
· Instead of creating an advertisement or application, students could use an existing one.
Griffin, Ricky W. and Jang Singh. Management,
Canadian Edition. Toronto: Houghton Mifflin, 1999.
ISBN 0-17-607400-7. This resource has chapter on human resources—chapter 13.
Job Gym – www.jobgym.com
Schermerhorn, John R. Management, 7th ed. Toronto:
John Wiley and Sons, Inc., 2002.
ISBN 0-471-43570-8. This resource has chapter on human resources—chapter 12
The Kids’ Funhouse
You and your partner are co-managers of The Kids’ Funhouse Restaurant. The target market of the restaurant is families that come for children’s birthday parties and outings. It serves pizza, hot dogs, hamburgers, and sandwiches and has an ice cream buffet. The restaurant décor focuses on an amusement park theme. Clowns and magicians entertain the children at the tables. While waiting for their meals, kids can play games on the perimeter of the restaurant.
You are hoping to hire a new employee to wait on tables. Provide the following elements in your Human Resource Plan Report:
Human Resource Planning
a) State the interpersonal skills needed in the employee.
b) State the technical skills needed in the employee.
Recruitment
a) Create a job posting.
b) Create an inventive job application.
Selection
a) Provide the interview questions.
b) Three people have applied for the job. Their biographies are provided. State the strengths and weaknesses of each candidate. Which one would you hire and why?
Sally Mayfield is 16 years old and has had one job as a newspaper carrier. She is actively involved in school on the basketball and track and field teams. Last summer she volunteered at a local day camp.
Dave Owens, 18, has three years of experience in a restaurant as a busboy. He was well liked at his last job but was not promoted to wait staff because there were no opportunities. He likes kids, but has no experience working with them.
Luca Honad, 21, is a university student studying restaurant management. He has experience in the industry; however, has had seven jobs in the last five years. He worked with children in two of the jobs.
Orientation
a) Create the orientation program.
Training
a) Three of the current wait staff want to move into management positions. Explain in detail how you will train them for this position.
Time: 4 hours
Students learn how a manager can motivate a staff to peak performance. Students and the teacher investigate a variety of motivational theories. Students apply the knowledge by creating rewards for employees in a variety of situations.
Strand(s): Human Resource Management
Overall Expectations
HRV.04 - assess the role of the manager in motivating and evaluating employees.
Specific Expectations
HR4.01 - demonstrate an understanding of the relationship between motivating factors and job performance in a small business environment (e.g., psychological contract, quality of work life, job satisfaction);
HR4.02 - explain how individual needs relate to theories of motivation (e.g., the theories of Maslow, Herzberg, Alderfer);
HR4.03 - demonstrate an understanding of the relationship between evaluation procedures, disciplinary policies, and the corporate culture of a small business (e.g., consistency of procedures and policies with organizational objectives);
HR4.04 - explain a variety of incentives and rewards that can be used to motivate individuals and groups (e.g., monetary, non-monetary, psychological);
HR4.05 - assess motivational strategies used by specific businesses (e.g., employee needs-assessment theories, compensation and benefits systems, intrinsic and extrinsic rewards).
· Students’ experiences from their part-time jobs could be a source of examples of motivational practices.
· Prepare class handouts on motivational theories.
· Collect examples of current companies’ motivational practices.
· Prepare assessment materials.
4.4.1 Motivating
Employees
Start by asking students what motivates them to work harder on a sports team, a part-time job, or in school. Define intrinsic and extrinsic rewards. Ask the students for examples from their work experience or that of their parents. Through a variety of teaching techniques (board notes, overheads, handouts, readings), the teacher presents a variety of motivational theories. These theories could include the psychological contract, theories of Maslow, Herzberg, Alderfer; goal setting; and compensation systems. In groups, have students brainstorm ways to reward employees. See Appendix 4.4.1 for the directed worksheet. Have the students share their ideas with the class. The teacher provides examples from actual companies.
4.4.2 Performance
Appraisal Systems
The teacher explains the various types of performance appraisal systems. These could include graphic rating scales, BARS (Behaviourally-Anchored Rating Scales), critical-incident techniques, multi-person comparisons, and 360° feedbacks. Students could explain the types of performance appraisals they have experienced and assess each one’s effectiveness. The teacher provides examples from companies or provides one for each student on their performance in the class.
4.4.3 Progressive
Discipline Systems
The teacher explains progressive discipline systems. Students work through a series of examples found in Resources. See Appendix 4.4.2.
Formative
· Teacher observation of group work is assessed under learning skills.
Summative
· Teacher-prepared Unit Test. (See Resources.) focuses on all four Achievement Chart categories.
· Gifted students could research actual companies.
Canfield, J., M.V. Hansen, M. Rogerson, M. Rutte, and T. Clauss. Chicken Soup for the Soul at Work. Florida: Heath Communications, 1996. ISBN 1-55874-424-X. This resource has stories about motivation in the workplace.
Griffin, Ricky W. and Jang Singh. Management,
Canadian Edition. Toronto: Houghton Mifflin, 1999.
ISBN 0-17-607400-7. This resource has theoretical information on motivational
techniques and performance appraisals—chapters 13 and 16.
Lundin, S., H. Paul, and J. Christensen. Fish. New York: Hyperion, 2000. ISBN 0-7868-6602-0. This resource is an example of the fish philosophy. See the website and the video.
Moorhead, G., R. Griffin, G. Irving, and D. Coleman. Organizational Behaviour: Managing People and Organizations, Canadian Edition. Scarborough: Nelson Thomson Learning, 2000. ISBN 0-17-616662-9. This resource has theoretical information on motivation—chapters 4 and 15.
Nelson, Rob, 1001 Ways to Energize Employees.
New York: Workman Publishing, 1997.
ISBN 0-7611-0160-8
Nelson, Rob. 1001 Ways to Reward Employees.
New York: Workman Publishing, 1994.
ISBN 1-5605-339-X. This resource has examples of how companies motivate
employees.
Schermerhorn, John R. Management, 7th ed.
Toronto: John Wiley and Sons, Inc., 2002.
ISBN 0-471-43570-8. This resource has theoretical information on motivation,
performance appraisals and progressive discipline—chapters 7, 12, and 14.
Yerema, Richard. Canada’s Top 100 Employers 2001
Edition. Toronto: Mediacorp Canada Inc. 2000.
ISBN 0-9681447-9-9. This resource has examples of the ways companies motivate
employees. A new version is published each year.
Websites
Fish – www.fishphilosophy.com
This website allows you to order the books and video from this motivational
workplace site.
On a separate sheet of paper, brainstorm reward systems for the following situations:
1. Think of ten no-cost rewards for your employees.
2. Think of ten rewards under $200 for your employees.
3. Think of ten fun things you could do as a team.
4. Provide rewards for perfect attendance for:
a) one year
b) two years
c) five years
d) ten years
e) 15 years
5. How will you acknowledge employees on their birthdays?
6. Think of ten ways a principal could reward teachers.
1. Think of ten no-cost rewards for your employees.
· The employees at a computer firm who designed a computer had their signatures placed on the inside of the product.
· Cell phone service names cell sites after top employees.
· Thank you letters
· Personal phone calls from manager or upper management
· Parking spot
· E-mail acknowledgement
· Open praise
· ‘Plum’ assignment
· Increased territory
· Bulletin board notice
· Presentation of honouree to visiting executives
· Exposure to top management through task force or committee
2. Think of ten rewards under $200 for your employees.
· During Secretaries Week, secretaries receive flowers.
· District managers reward store managers by working in the store for them on a Saturday.
· Employees offering outstanding service receive a scratch and win card which can be redeemed for rewards.
· Reward pin
· Magazine subscriptions
· Recognition lunch
· Dinner or movie tickets for employee and spouse
· Round of golf
· Upgrade of computer
· Massage therapy
3. Think of ten fun things you could do as a team.
· Management hosts an ice cream social.
· A company that provides management training sessions, hosts a barbecue in the parking lot.
· An airline has Halloween costume contests, a Thanksgiving poem contest, and a chilli cook-off
· Mountain climbing
· Order pizza or a huge submarine sandwich for a communal lunch.
· At a pizza chain, every employee at headquarters (including the president) must wear the red, blue and white uniform once a week.
· A hospital in Norfolk, offers a stress release carnival with dunk tanks, dartboards, massage therapy, etc.
·
A Guelph company, rewarded its employees by holding a
huge party. It chartered
three 727 jets to get the employees to the party that had dinner and live
music.
· Retreat at a group training facility
· Dinner and a movie for the whole team.
4. Provide rewards for perfect attendance for:
a) year – a gold engraved watch
b) one two years – video game system, flatware set, or cookware set
c) five years – 35 mm camera
d) ten years – two-week all expense paid trip to Hawaii for two
e) 15 years – two-week all expense paid trip to anywhere in the world for two
5. How will you acknowledge employees on their birthdays?
· Two movie passes
· Manager takes you out for lunch
· Post pictures on a big calendar of the people that have birthdays that month
· Company chef bakes a birthday cake
· Co-workers deliver a flower every 15 minutes
· Card from the CEO
1. You are the owner of a small craft store. When doing the scheduling, you put Judi on the Friday shift. On Tuesday, Judi comes to you and says that she cannot work. You remind Judi that she needs to tell you of the days you are unavailable at least one week in advance. You insist that she work on Friday. At 7:00 a.m. on Friday, Judi calls in sick. You have to take Judi’s shift—giving up your only day off. When making deliveries for the store on Friday, you see Judi eating lunch in a local restaurant.
2. You have just received an e-mail from one of your best workers with whom you thought you had a good working relationship. She is very upset at a decision you made to promote another worker over her. She feels that she was the best qualified and that you chose the other person because he was a close friend of yours. You believe that you hired the best person because he had more experience and had demonstrated leadership abilities. The e-mail is derogatory and insulting, and insinuates that you play favourites.
3. You have a worker who, after repeated warnings, still refuses to clean up his work area. He says that that is why the company is paying the custodians. His job description clearly states that he is responsible for the cleanliness of his area for safety reasons. You believe that he is undermining your authority.
4. You manage a catalogue phone centre where each of your 20 workers answers phones all day in one of four cubicles. You have just received another complaint from one of the women in the department. She is disturbed because one of the workers in her cubicle has put pictures of women in bathing suits up all over his workspace. She finds this offensive. She had asked him to remove the pictures but he refused. This is the second time a complaint of this nature has taken place. Last time you switched him to another cubicle.
5. You are the coach of a successful hockey team, considered one of the best in the league. Practices are twice per week: on Monday evenings and on Saturday mornings. One of your best players has been showing up late for practices consistently in the past three weeks, with no explanation. His lateness seems to be distracting the other players while they are practising.
6. You manage a small restaurant. You have been hearing about two particular employees that have not been getting along very well. On the shifts when these two are working together, they have argued about duties, responsibilities, and other issues. Both employees have approached you recently, and have complained about working with one another. You are concerned about these employees since this situation could interfere with their work and may become evident to the restaurant’s customers.
Time: 8 hours
Students investigate various legal practices that affect a small business. In small groups, students research the laws pertaining to pay, hours of work, human rights, forming a union, and safety laws. The teacher could also provide the actual legislation to each group. Students present the topics to the class as a dramatization or scenario.
Strand(s): Human Resource Management
Overall Expectations
HRV.05 - demonstrate an understanding of the laws and regulations that govern working conditions.
Specific Expectations
HR5.01 - identify the legal requirements regarding employment practices (e.g., pay, hours);
HR5.02 - demonstrate an understanding of the legal requirements related to employee health and safety in a variety of workplaces;
HR5.03 - compare the legal, financial, and other consequences of unionized and non-unionized business environments;
HR5.04 - describe the legal and ethical implications for business of equity and human rights policies.
· Students may have general knowledge about work environments from part-time or summer jobs.
· Students should have some knowledge regarding researching on the Internet.
·
Arrange for videos about unions, work place
regulations, and occupational health and safety.
(See Resources.)
· The teacher provides a list of Canadian governmental agencies for students to use when looking at employment standards, health and safety concerns, human rights commissions in Canada and Ontario, and unions.
· Arrange Internet access for the class to research Canadian employment standards, unions, and government agencies. See Resources for online government sites, Canadian Unions, as well as newspapers.
· There are Internet resources available for most of the material covered in this activity. The resources listed are to help students learn about the formation and advantages of having a union in your workplace. The teacher should also make sure to present the disadvantages.
· Prepare handouts and assessment materials
4.5.1 Employment
Standards Act
The teacher refers to the Employment Standards Act (www.gov.on.ca/lab/esa/esa_e/fs_wage_e.htm), to find the facts directly related to student employment situations and facts that may link to the students’ Small Business Management Projects. Students learn what the legal requirements are for minimum wage and other pay scales depending on the nature of the job and other rules that employers are legally bound to observe.
Students record their findings on a table: example – job/rules are “three-hour rule,” general employment, home workers, and other jobs in various settings/conditions. Students also calculate a sample wage earned based on the hours they worked and the job.
|
Job/Rule |
Conditions |
Minimum Wage |
Calculation Example |
|
e.g., “three-hour rule” |
General employment |
list wage |
$ per hr. ´ hrs. worked |
The teacher refers to Resources to give a variety of learning materials and encourage students to relate their job earnings experiences if they worked in a small business setting.
4.5.2 Workplace
Safety
Students investigate issues regarding workplace safety. Students fill out an online health and safety quiz such as one at www.yworker.com/english/quiz.htm to assess their opinions on workplace safety. The teachers outline the “7 Things You’d Better Know” about workplace safety provided by the Young Workers Awareness Program (www.yworker.com/english/seven.htm) that address the laws, expectations and reports on workplace safety. The teacher can also book a speaker from the Young Workers Awareness Program of the Ministry of Labour who can share his/her expertise with the class. The teacher may show a video to illustrate the importance of workplace safety (suggested videos listed in Resources).
The teacher links workplace safety issues with the students’ Small Business Management Project by involving workplace safety directly related to their business such as restaurant/food services (www.ossa.com) or workplace environment (www.ccohs.ca), ergonomics issues (www.livesafeworksmart.net) and the Workplace Hazardous Materials Information System (WHMIS).
4.5.3 Labour
Unions
The teacher introduces the concept of negotiation to achieve a mutual agreement by two parties using a role-play scenario. One example is a consumer buying a car and the negotiation with the salesperson at the car dealership. In this case, you have the consumer who has budget restrictions and desired car features/accessories (CD player, automatic lock/start/alarm system) and the dealer representative who has basic cost recovery and profit margin objectives and a sales manager gives a final decision. The teacher selects three students (customer, salesperson, and manager) to role-play this scenario and negotiate the purchase/terms of a contract (collective agreement). Four different scenarios could occur during the negotiation. The consumer buys the car (collective agreement); consumer does not buy the car (quit), the customer leaves with some commitment to come back (strike/lock out), or a third party intermediates as the sales manager is brought in to help negotiate the purchase price of the car to achieve a sale (arbitration). The teacher notes that this type of arbitrator is not objective; in the real world, an objective arbitrator is used. This process should reflect on the key concepts of labour unions: the collective bargaining/negotiation process: Labour Relations Board (mediation, arbitration or binding arbitration); union concerns (wages, health/dental and other benefits, vacations/over time, hours of work, employee training, grievance procedures, dismissal, contracting out, bereavement time, dental plan, medical plan, health and safety rules and working conditions); and management concerns (company stability, profit margin). The teacher may complements the focus on labour unions with the Ontario Federation of Labour video listed in Resources to highlight the impact/significance of unions in society. The students take an online awareness quiz such as Know Your Rights…the Quiz (www.ofl-fto.on.ca/youth/rights/quiz.html) that focuses on the direct impact of unions on students as employees and the protection under the labour law. Students can refer to www.ofl-fto.on.ca/youth/ to clarify misunderstandings in employment standards, health and safety, anti-discrimination/harassment, and other issues. A class discussion on student/student’s family workplace experiences with unions helps draw out what the role of unions is for employees and society.
The teacher can book a guest speaker from this sector for any/all of the five modules: What do Unions Do; Know Your Rights; Health and Safety; Unions and Social Reform; and Unions and Equity. Students should have viewpoints from both management and employee/union on labour relations.
The teacher provides students with an opportunity to practise a collective bargaining simulation that allows them to experience the labour, management, and arbitrator positions. The teacher divides the class into key players who negotiate a solution (see Resources). One example scenario is a postal union with working conditions/benefits objectives in the negotiation process with management with profit and productivity objectives resulting in a collective agreement. The students look at the impact of the settlement on the cost of mailing a letter.
To conclude, students find articles about fast food restaurants where the employees organized a union. Students may have worked in fast food restaurants or grocery stores or know someone who has and can discuss the pros and cons of a union at a fast food restaurant. A variety of articles on union organizing at these various fast food restaurants are available on the Internet. The teacher also outlines the implications of current labour legislation in Canada and Ontario. Students could go to the ministry of Labour website (www.gov.on.ca/lab) and find the most recent legislation. Students can analyse the most current legislation (e.g., Employment Standards Act) and make a list of advantages/disadvantages on the labour legislation, from both the employer and employee’s point of view.
4.5.4 Human
Rights Case Studies
The final task deals with The Canadian Human Rights Commission and the Ontario Human Rights Commission legislation that address the roles and obligations everyone must abide by in the work place, both as employers and employees (see Resources). The Human Rights commission also sends guest speakers out to schools as part of their educational mandate to teach the specifics of Human Rights and share their expertise. The students should analyse the Human Rights legislation with regard to discrimination, harassment, termination, and dismissal.
The teacher can use various law textbooks and teachers guides (see Resources) that have a variety of cases on employment law and human rights violations.
Diagnostic
· Online quiz
Formative
· Collective bargaining simulation focuses on all four Achievement Chart categories
· Human Rights case study focuses on all four Achievement Chart categories
Summative
· Unit test (see Resources) focuses on all four Achievement Chart categories
Live Safe! Work Smart! Government of Ontario and Canadian Centre for Occupational Health and Safety, Ontario Ministry of Labour, 2000 ISBN 0-7794-0226-X Binder format (also available on CD-Rom for PC, Website) Free to Ontario Secondary School teachers through their schools and boards
Teaching Human Rights in Ontario. Toronto, ON: Human Rights Commission, 400 University Avenue, M7A 2R9, 416-314-4500. ISBN 0-7778-3773-0
Thinking About Law: An Issues Approach Law and the Economy – Chapter 4, Collective Bargaining Process
Videos
Kells: Workplace Health & Safety Public Safety Awareness. Toronto ON: Magnetic North 70 Richmond Street East, Suite 100 (416) 365-7622 30 min.
Look Around: You have Rights. Workplace Health and Safety Agency, 121 Bloor Street E., Suite 900, Toronto 1-800-268-2378 29 min.
CFRA: HACCP: Your Safe Food System Toronto. 14 min.
Websites
Client Services
www.ccohs.ca/youngworkers/CCOHS
Client Services Team is dedicated to supporting all your environmental, health
and safety needs. All client and technical support is included free with every
CCOHS electronic subscription you purchase.
SMARTRISK (FAX) –
www.smartrisk.ca
Helps people see the risks in their everyday lives and shows them how to take
those risks in the smartest way possible so that they can enjoy life to the
fullest
The Canadian Life
Quilt – www.youngworkersquilt.ca
A unique and permanent memorial dedicated to the thousands of young women and
men between the ages of 15 and 24, who have been killed or injured on the job.
The National Institute
for Occupational Safety and Health (NIOSH) – www.cdc.gov/niosh/adolespg.html
The Federal agency responsible for conducting research and making
recommendations for the prevention of work-related disease and injury. U.S
based for an international flavour.
Tradesway –
www.tradesway.com
Assists individuals who may be considering a career in a skilled trade and to
provide an effective means of communication in information: the purpose of this
site is to assist individuals who may be considering a career in a skilled
trade and to provide an effective means of communication in information sharing
to stakeholders in Peel Region.
Young Workers Awareness Program – http://www.yworker.com/english/index.htm
Youth@wsib.on.ca or at 1-800-663-6639.
Canadian Youth and Work Unions – http://www.clc-ctc.ca/youth/unions.html
WHMIS –
http://www.wsib.on.ca/wsib/wsibsite.nsf/public/homepage
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