Professional Documents
Culture Documents
(Download PDF) Employment Relations 2nd Edition Shaw Solutions Manual Full Chapter
(Download PDF) Employment Relations 2nd Edition Shaw Solutions Manual Full Chapter
https://testbankfan.com/product/management-employment-relations-
an-integrated-approach-australia-2nd-edition-shaw-test-bank/
https://testbankfan.com/product/employment-relations-an-
integrated-approach-1st-edition-mcphail-solutions-manual/
https://testbankfan.com/product/employment-relations-4th-edition-
bray-test-bank/
https://testbankfan.com/product/employment-relations-an-
integrated-approach-1st-edition-mcphail-test-bank/
THINK Public Relations 2nd Edition Wilcox Solutions
Manual
https://testbankfan.com/product/think-public-relations-2nd-
edition-wilcox-solutions-manual/
https://testbankfan.com/product/moral-issues-in-business-12th-
edition-shaw-solutions-manual/
https://testbankfan.com/product/employment-law-6th-edition-moran-
solutions-manual/
https://testbankfan.com/product/employment-and-labor-law-8th-
edition-cihon-solutions-manual/
https://testbankfan.com/product/employment-and-labor-law-9th-
edition-cihon-solutions-manual/
Shaw 2e Employment Relations Instructor’s Manual
Additional activities
Negotiating in different scenarios
Scenario 1: Workplace absenteeism
Peter has been late twice already this week and has a recent history of high absenteeism. He has
been late or absent a number of times during the past month and at times has not called to alert
you, his manager. He is a good worker but his attendance and punctuality are currently a major
concern – you suspect he is malingering. How do you counter absenteeism in the workplace?
Scenario 2: Salary negotiation
You've been performing the role for a long time without a salary negotiation or pay raise. Despite
good results you're still earning the average salary of lesser colleagues.
You've conducted a salary comparison – no more average job salaries for you because you're worth
a pay rise. So you pluck up the courage to make an appointment with your manager. Negotiating
salary increases – how would you do it?
Scenario 3: How to motivate employees
You, the manager, are about to conduct an employee performance review with Dennis, who isn't
working out. His productivity has dropped markedly over the past three months, he is openly
dismissive of you and disruptive to the team, and his overall performance is satisfactory at best. You
try to be a good manager so you often think about how to motivate employees; you will need to
employ some of your strategies to manage Dennis. What do you do?
Activity 1
Use the scenarios above. Divide the class up into groups of 3–4 and allocate each group one of the
scenarios above. Get each group to outline the activities in each of the five stages (preparation and
planning, defining ground rules, clarifying and justifying your case, bargaining and problem solving
and closure [settlement] and implementation) of the negotiation process for each of the four
scenarios. Refer to Chapter 12 for more detail on the five negotiation stages.
Activity 2
Use the scenarios above. Divide the class up into groups of 3–4 and take on the role of either
management or employees, and conduct a negotiation.
1. Get each group to highlight and note key conflict and issues for management and
employees in this case. This is for your reference only, and you do not need to hand
these notes in. You might want to start thinking of interests and BATNAs for each party.
2. Spend 10 minutes discussing the case in your own group. Identify your interests, BATNA
(refer to lecture notes) and settlement range. Decide whether you want to engage in
integrative, distributive or mixed negotiating.
a. Decide what role each member will play (speakers, note-taker, give notes/points
to members, good cop, bad cop, etc.) Write this down next to the names above.
b. Write down your interests, BATNA and settlement range.
c. Write down your bargaining style.
3. Spend about 10 minutes engaging in the negotiation. Have fun! Note, you don’t
necessarily have to reach an outcome; let the process unfold organically.
4. Spend another 10 minutes reflecting on your experiences and answering the following
questions.
a. How did the negotiation end? Was there a resolution? Explain.
b. Did the outcome match your interests? Was it in your settlement range?
c. Did you have to accept a BATNA? Explain.
d. Do you have any additional reflections about this simulation and your experience
as a negotiator? For example, what was the most difficult thing about the
negotiation? What did you learn from this process?
Discussion questions
1. Describe what is meant by the term ‘mutual benefit’.
Negotiation is where two or more people or parties come together to share their concerns and
interests in order to reach an agreement or outcome that would be mutually beneficial to each
other. So the benefits of the negotiation are commonly shared by the parties/people involved.
2. If you were adopting an integrative approach to a negotiation, what outcome would you hope
to achieve?
An integrative approach is one where you aim for a win-win outcome. This is where an outcome will
ensure that the needs of both parties are achieved.
3. Discuss the differences between interests and positions in negotiation. Provide examples to
further explain your answer.
Interest is the underlying issue and rationale driving negotiation. Position is a particular expression
of interest in the negotiation. Central to negotiation is the reason or ‘interest’, the motivation, of
each of the parties in the issue. Take the example of an employee negotiating for higher wages and
benefits. Employees and employers are both concerned about wages and benefits, but both have
different motivations, which represent their ‘position’ or stance on the issue.
4. How important is developing a good relationship in a distributive from of negotiation? Provide
an example of a distributive negotiation to further explain your answer.
Competing style has a high concern for the substance of the negotiation. Individuals who enjoy
winning and competing, sometimes at the expense of the relationship, will often adopt this style
(Ogilvie & Kidder, 2008).
Avoiding style has a low concern for both the substance of the negotiation and the relationship
between themselves and the other party. An individual who does not like confrontation or
negotiation will avoid it by adopting this style (Ogilvie & Kidder, 2008).
Compromising style has a moderate concern for both the substance of the negotiation and the
relationship between themselves and the other party. Individuals who are eager to close
negotiations and who are fair, equitable and settle in the most expedient manner tend to adopt a
compromising style (Lickson & Maddux, 2005; Ogilvie & Kidder, 2008).
Accommodating style has high degree of concern for the relationship between themselves and the
other party. Individuals who are learning or establishing relationships may be well placed to adopt
an accommodating style in negotiations (Lickson & Maddux, 2005; Ogilvie & Kidder, 2008).
Collaborating style has a high degree of concern for both the substance of the negotiation and the
relationship between themselves and the other party. Individuals who enjoy problem-solving and
creative solution generation may be inclined to adopt a collaborating negotiation style (Lickson &
Maddux, 2005; Ogilvie & Kidder, 2008).
3. Outline the five stages in the negotiation process. Provide examples to further explain your
answer.
Stage 1: Preparation and planning
Before commencing the negotiation the individual party will need to carefully evaluate the potential
benefits and risks of the negotiation and plan accordingly.
Stage 2: Defining ground rules
Defining the ground rules is an important aspect within the negotiation, as it allows each party to
determine boundaries and aspects of how the negotiation will proceed.
Stage 3: Clarification and justification
In this stage it is important for parties to be clear, share information and clarify any questions arising
from the other party early.
Stage 4: Bargaining and problem solving
In this stage the parties are actively discussing options and working toward solutions that will result
in an agreement.
Stage 5: Closure and implementation (known also as settlement)
In this stage an agreement or settlement is reached and care must be taken to set out how the
agreement will be implemented, when this will occur and how the parties will implement the
agreement.
4. What are some of the key principles in being a successful negotiator?
Possible principles of successful negotiation include:
1. Serious thought and preparation.
2. Managing the negotiation, including self and emotions.
3. Good communication skills.
4. Look forward, not backward.
5. Separate people from problems.
6. Focus on interests, not fixed positions.
7. Adopt a win-win attitude.
Students should choose two of the above (or come up with their own principles) and provide
examples to explain their answer.
5. Why is it important to be aware of cultural differences when negotiating?
Culture plays a large part in the purposes and styles of negotiation in diverse contexts. In some
contexts, notably Western, the preferred outcome of a negotiation is an expeditious legal contract.
In Asia and the Middle East, relationship-building is the main priority. In Asian negotiations,
considerable time and energy may need to be spent on developing social relationships in order to
reinforce long-term trusting business partnerships. Japanese people approach negotiations from a
win-win perspective, whereas this can be different in European cultures (e.g. Spanish).
Formal or informal approaches also depend on the cultural background of the negotiators; for
example, Germans tend to be more formal compared to Americans who prefer a more personal
approach. There can be differences between the styles of communications, as some cultures prefer
more direct methods (e.g. American), compared to more indirect, subtle approaches preferred by
other cultures (e.g. Japanese).
Attention also needs to be placed on cultural differences in attitudes towards time, emotions, forms
and processes of agreements, and the element of risk-taking in the negotiation. All of these can
differ based on cultural factors.
6. Explain the role of the Fair Work Commission in dealing with workplace conflict or disputes.
The Fair Work Commission plays a considerable role in dispute resolution as per the requirements of
the Fair Work Act 2009. The Commission can provide assistance is a range of ways through
alternative dispute resolution (ADR) processes, which do not involve traditional court proceedings
and judicial determinations. Assistance can be in the form of the following.
Mediation: an informal process where parties in dispute are provided with help from the
Commission. The aim is to find the best solution to the issue for both parties.
Conciliation: a semi-formal process where the Commission will talk with each of the parties in
dispute to enable them to agree on a solution.
Arbitration: a more formal process. This occurs when the parties are not able to agree and the
Commission will then make a decision upon hearing the evidence and arguments of the parties
involved.
Point students to the Fair Work Commission website 'Resolving Disputes':
https://www.fwc.gov.au/disputes-at-work/how-the-commission-works/resolving-disputes
7. Do you think that workplace conflict is disappearing from Australian workplaces? Provide a
reason for your answer.
The move to decentralised bargaining and the introduction of good faith bargaining has been geared
towards the building of better relationships at the workplace level. While industrial conflicts such as
in the form of strike action have reduced, individual forms of conflict have increased. This is
evidenced by the increases in unfair and unlawful dismissal applications and general protections
involving termination of employment. Lockouts, while rare, have increased.
It is useful to show students the data and tables available from the Australian Bureau of Statistics
(ABS) under catalogue number 6321.0.55.001 – Industrial Disputes. See for example:
Case Study
Negotiating contracts: The experiences of an engineer
1. What theoretical phases of negotiation can you identify throughout the case study?
Stage 1: Preparation and planning
Before commencing the negotiation the individual party will need to carefully evaluate the potential
benefits and risks of the negotiation and plan accordingly. In preparation, Andrew had familiarised
himself with graduate engineer starting salaries and job responsibilities he was likely to hold. He had
avidly been looking at job advertisements for nearly two years, gathering this information. This was
part of the first attempt to negotiate a contract. In the second contract, Andrew was keen to
negotiate suitable living expenses and perhaps even relocation costs, plus some flexibility in his
annual leave, as the mining project would require stints of overtime on weekends.
Stage 2: Defining ground rules
Defining the ground rules is an important aspect within the negotiation as it allows each party to
determine boundaries and aspects of how the negotiation will proceed. The manager unilaterally
defined the rules for the first two contracts and they were ‘non-negotiable’. The new manager for
the third contract also did not define ground rules.
Stage 3: Clarification and justification
In this stage it is important for parties to be clear, share information and clarify any questions arising
by the other party early. For the first contract there was no opportunity for clarification and
justification. For the second contract, Andrew thought about how he would introduce the topics of
concern to him and what evidence and arguments he could use to support his claims. For the third
contract, Andrew had clear objectives relating to his salary and other financial issues, such as travel
and accommodation costs, flexible leave arrangements and options for further study, such as
enrolling in an MBA. Andrew successfully introduced these topics to his new manager with
explanations of how each would be of benefit to the organisation.
Stage 4: Bargaining and problem solving
In this stage the parties are actively discussing options and working toward solutions that will result
in an agreement. The new manager for the third contract was prepared to listen to Andrew’s list of
objectives and discuss the reasons behind them and the benefits for the organisation. The objectives
were not all met for Andrew but there was no bargaining impasse and both parties were satisfied
with the outcomes.
Case Study
All about your options
1. In this situation, what would be a ‘lose-lose’ outcome?
An example of a lose-lose outcome: Jane leaves and the employer is unable to complete the task.
The employer loses an important human resource and Jane no longer receives a salary.
2. If amount of work was unreasonable and Jane refuses to work overtime, how should she
attempt to mediate this problem? Use Borissof and Victor’s (1998) model: orientation,
information gathering, problem identification, evaluating options and finalising the solution.
Orientation – Explore and confirm the problem by finding out why people disagree.
Gathering information – Search for specific policies on official government websites. Consider talking
to another manager about your plan.
Problem identification – Identify the specific policy, principle or deficiency. Use this information to
clarify your conditions of work.
Generating and evaluating options – Evaluate the benefits and costs of ending the contract,
including the opportunities that may arise from leaving the organisation.
Finalising solutions – Should one choose to terminate the contract, inform the employer that you
have evaluated the conditions of offer and cannot accept the role at this point in time. Be polite and
courteous. Carefully reflect on the whole process to prepare you for similar problems should they
occur in the future.
3. Would it be a problem if one were to develop too many options?
Yes. Hoarding information would not bring Jane any closer to her goal. Solutions do not have to be
formed on the day, but information should be actionable.
4. Who acted as the third-party mediator in this case? What was so beneficial about their role
when Jane was evaluating her options?
There is an abundance of information online. The next step is to check whether these sources are
reliable. A good method is to discuss your options with another colleague or someone who deals
with similar issues. This point of contact need not be formal.
Case Study
Workplace negotiation
1. Outline the interests of each of the parties involved in the negotiation.
The parties involved are the workers and the employers.
Worker interests (represented by a trade union): Maintain crib break paid at double time.
Employer interests (represented by senior management): Management want to pay the crib break at
normal time. Award has no provision to be paid double time for crib break, therefore employer does
not have to pay double time.
2. What are the steps involved in resolving workplace issues?
The management involved mediators to act as impartial facilitators in the dispute and to provide
opportunity for both sides to work to a solution. They found out during the process that an unpaid
lunch break was only available to those who had worked the required eight hours. Both parties
worked together to achieve a successful outcome through the help of mediators. They settled the
dispute with the employer agreeing to pay double time for the crib break up until the mediated
settlement. Thereafter the employees agreed to take only a half-hour unpaid lunch break on
Saturdays for shifts not less than eight hours.
3. Should third-party mediators always be involved in workplace disputes? Give examples of
when they should or should not be involved.
Ask students to discuss. Generally an impartial third party negotiator is helpful in these situations,
whether handled by an a professional mediator or through the Fair Work Commission’s process.
There may be some ideological discussion around whether this issue of managerial prerogative
(unitarist approach) would suggest that the management did not need to consult the employees.
This, however, might impact relationships in the long term, and would not be a good outcome for
either party.
International Insight
Being underprepared in cross-cultural negotiations
1. What should Nick have done to better prepare for the meeting?
Nick did not consider that business etiquette in other countries could be different to Western
practices. While being enthusiastic and brushing up on his Mandarin skills, he needed to also
understand the nuances and cultural practices of his business counterparts. Nick displayed no
understanding or evidence of building relationships with Star Manufacturing. He would have
benefitted from having someone attend with him who understands such business practices.
Students may refer to guanxi – an important principle in Chinese society upon which relationships
are formed and built.
2. In preparing for an international negotiation it is important to be aware of the environmental
context of the country where a negotiation takes place. What are some of the contextual issues
to consider when negotiating between different cultures?
You may have students who are from other countries. Ask them to share with the rest of the group
the differences between Australian/Western business practices compared to their home country.
How does this affect relationships in a negotiation situation?
Set students a small task. Assign each group a country, such as China or Japan, and ask them to find
information about cultural practices in business settings. Ask them how they would consider
negotiating in a foreign context and how they would prepare themselves. As noted above,
understanding guanxi in the Chinese business context is important. In the Japanese context,
relationships are also important (see:
http://www.realinstitutoelcano.org/wps/portal/rielcano_en/contenido?WCM_GLOBAL_CONTEXT=/
elcano/elcano_in/zonas_in/ari29-2015-garcia-japanese-cultural-values-business-relationships).
Additional resources
• Fells, R., 2012, Effective Negotiation: From Research to Results (2nd ed.). Cambridge
University Press, Cambridge.
• Lewicki, R.J., Barry, B., Saunders, D.M., and Minton, J.W., 2003, Essentials of Negotiation
(3rd ed.). McGraw-Hill Publishing Co, New York.
• Lickson, C.P., and Maddux, R.B., 2005, Negotiation Basics: Win-Win Strategies for Everyone
(4th ed.). Thomson Place, Boston, MA.
• Luecke, R., 2012, Best Practice Workplace Negotiations: Ebook Edition. American
Management Association, USA.
Weblinks
http://www.mediate.com.au
http://youtu.be/9FsniW59Kuw
http://youtu.be/6ou3sqlyicQ
http://hbswk.hbs.edu
http://www.mediatorblog.blogspot.com.au/
http://www.crinfo.org
Mutta minä, minä tiesin… Tiesin kaiken tämän, kun hääpäivä tuli.
Luontoni oli aina noussut näitä tympäiseviä tapoja vastaan, mutta
etenkin tänä vaarallisena aikana, jolloin aistini pettivät minut niin
surkuteltavasti, oli minulle tärkeää saada estetyksi tämä synkkä
ilveily.
Mutta nämä hetket olivatkin viimeiset, mitkä meidän oli sallittu elää
yhdessä. Ihmisvihan hyökyaalto lähestyi meitä.
Se oli eräs kreikkalainen, joka kerran oli ollut ystäväni, mutta tuli
nyt ilmiantajana ja rikoksellisena.
Seisoen kaikki kolme auki jääneen oven edessä, edes hyvää iltaa
toivottamatta, petturi otti ensimäisenä sananvuoron. Minua osoittaen
hän sanoi romaniankielellä:
*****
KIRA KIRALINA
Niin, elämä oli ihanaa, paitsi niinä päivinä, jolloin isä tai hänen
poikansa tai molemmat yhdessä syöksähtivät sisään keskelle juhlaa,
pieksivät äitiä, iskivät nyrkeillään Kiraa ja taittoivat keppinsä minun
pääkallooni, sillä nyt otin minäkin osaa tanssiin. Kun puhuimme
sujuvasti turkinkieltä, nimittivät he molempia naisia patshura'ksi ja
minua kitshuk pezevengh'iksi [portto; pieni makrilli]. Nuo onnettomat
heittäytyivät kiduttajiensa jalkoihin, syleilivät heidän polviaan,
rukoillen, että he säästäisivät heidän kasvojaan.
»Isä!… Pelastautukaa!…»
*****
Näin kului vielä kaksi tai kolme vuotta, ainoat lapsuuteni vuodet,
joiden muisto on säilynyt mielessäni selvänä. Olin yksitoistavuotias,
ja Kira, josta en hetkeksikään tahtonut erota, oli viisitoista.
Aistihurma, joksi sen myöhemmin käsitin, sitoi minut häneen.
Seurasin häntä kaikkialle kuin koira, katselin salaa hänen
pukeutumistaan, suutelin hänen vaatteitaan, joissa viipyi hänen
ihonsa tuoksu. Ja tyttö-parka torjui minua luotaan heikosti ja
hellävaroen, pitäen minua viattomana eikä ollenkaan vaarallisena.
Minulla ei toden totta ollutkaan mitään selviä aikeita, en tietänyt, mitä
tahdoin. Minä riuduin kaipuusta ja hänen läheisyytensä huumasi
minua.