The book presents a collection of key SHRM and ER topics and focuses extensively on applying research and analysis using a casestudybased learning approach. This blend of problembased learning and participantcentered learning approaches from a wide range of global SHRM and ER issues is examined using a diverse collection of international case studies. The book has three parts. Part I consists of seven chapters and lays out the key theoretical foundations and underpinnings of SHRM and ER. This part offers a focused research review of the key theoretical approaches in HRM and ER. Part II also comprises of seven chapters and focuses on how from a strategic perspective, leaders and managers may exercise strategic choices in their design and implementation of several HRM practices for achieving the desired goals of their business enterprise. Part III highlights complex SHRM and ER issues using reallife cases studies focusing on content covered in the first two parts of the book. This part features a selection of contemporary researchbased case studies from several developed, transitioning, and emerging markets, wherein each country’s contextual environment adds to the complexity in undertaking analysis and problemsolving of the issues at hand. The book’s unique problem and casebased learning approach is ideal for engaging in higherorder learning suited for final year or capstone courses in HRM programs. For the less prepared, the book offers the learners advice on how they can use these approaches. Overall, this book presents a wellpositioned and exciting view of the businesses of managing peopleviii from a strategic perspective incorporating a breadth of examples from the author’s own research as well as contributors from a number of countries. I commend this effort and have no doubts that it will find a ready and receptive readership around the world.
HR Profession and Design and Implementation
3 © Springer Nature Singapore Pte Ltd 2018
A Malik (ed.), Strategic Human Resource Management and Employment
Relations, Springer Texts in Business and Economics, https://doi.org/10.1007/978-981-13-0399-9_1
Faculty of Business and Law, Central Coast Business School, The University of Newcastle, Ourimbah, Central Coast, NSW, Australia e-mail: ashish.malik@newcastle.edu.au
Human Resource Management in Context
Studying the various changes and differences in an organization’s macro-economic, legal, political, social, cultural, and technological contexts reveals valuable insights into human resource management and employment relations (HRM & ER) A significant example from the twenty-first century highlights the devastating effects these factors can have on managing people effectively.
The 2008 global financial crisis (GFC) significantly impacted organizational management, leading to diverse HRM strategies across various industries and national contexts (Malik 2013; Malik 2017) Research indicates that many responses to GFC pressures resulted in long-term negative effects on employees, largely attributed to the neoliberal mindset of those responsible for the crisis (Bolton and Houlihan 2007; Marchington and Kynighou 2012) This book emphasizes a case-based learning approach, integrating theoretical insights with real-world examples to enhance higher-order learning skills in HRM and employee relations The chapter begins by exploring the effectiveness of case-based learning and recognizes the vital role of facilitators in maximizing the learning potential from these cases.
A Case-Based Approach to Learning Strategic HRM and ER
Case studies have long been a staple in legal education, but their application has expanded to various applied disciplines, including business studies, medicine, and education This method enhances learning by providing real-world scenarios that foster critical thinking and practical skills.
The case-based teaching method, popularized by Harvard Business and Law Schools, has become a widely adopted pedagogical approach in business programs However, its implementation must adapt to various geographical contexts and specific program demands A strict adherence to the "Harvard style" of participant-centered learning through case studies is often impractical due to factors like class size, cohort characteristics, and institutional constraints Therefore, variations of this approach are essential to effectively meet the contextual needs of different educational settings.
Case studies are essential for developing higher-order learning skills such as analysis, synthesis, problem-solving, and decision-making, often utilizing limited and conflicting information to reach conclusions They help students gain insights into broader principles by applying real-life scenarios from organizations A well-crafted case study differs significantly from shorter, simplistic caselets, which may not effectively foster advanced skills While short cases have their place for initial learning, a quality case study should strike a balance between providing enough detail for informed decision-making and maintaining learner engagement through appropriate challenge Ultimately, a successful case study should encourage critical thinking and problem-solving without leading to obvious conclusions.
As noted above, there are many issues to keep in mind before choosing the use of case-based teaching Briefly these include:
• Level of the course- typically well-developed cases work better in post-graduate courses or in the final year courses of undergraduate degrees.
The curriculum goals of a unit or program should prioritize higher-order learning objectives If these goals do not align with this focus, it may lead to significant misalignment issues that need to be addressed.
The effectiveness of case-based teaching heavily relies on the existing culture within an institution In environments where case studies are rarely utilized, instructors may face challenges in achieving optimal outcomes To foster a more conducive learning atmosphere, it is advisable to gradually integrate case-based methods at the program level, starting with shorter and simpler cases during the initial phases of the curriculum.
Understanding the profiles of adult learners is crucial, as these profiles differ significantly across cohorts For instance, the same case study may require different teaching approaches for groups with no work experience compared to those with extensive professional backgrounds The facilitator's discussion leadership skills are essential for achieving the right balance in these diverse learning environments Experienced learners contribute valuable insights and solutions to problems, leveraging their depth and breadth of knowledge, which contrasts with the perspectives of those with limited or no experience.
Balancing formative and summative assessments in a course is essential, as formative assessments provide a practice opportunity that builds skills and confidence in case usage Incorporating case studies in summative assessments enhances learner motivation, making it crucial to maintain a diverse mix of cases throughout the course Ideally, the complexity of summative cases should increase progressively, although this approach may vary depending on the existing culture of case-based learning at the institution.
Adopting case-based teaching is a crucial decision that requires thoughtful implementation The choice to use this pedagogical approach often stems from the specific requirements of a course, allowing for adaptations that meet the unique learning needs of students.
To effectively analyze case studies, it is essential to develop the skills of learners, facilitators, and assessment strategies Numerous resources are available to guide learners in understanding how to analyze cases A clear understanding of the stated or implied lessons from a case, along with the instructor's organization, can significantly influence the learning experience During the initial reading, readers should identify and describe common situations within the case, such as problems, decisions, evaluations, and rules, while recognizing that multiple approaches exist for each scenario Furthermore, when analyzing the case, it is important to characterize the situation or task at hand.
When addressing key tasks and questions in a case, it's essential to recognize that there may not be a single correct answer Common scenarios involve problem-solving, decision-making, evaluation, and rules application These processes require generating hypotheses, identifying problems, establishing decision criteria, evaluating options, constructing a chain of evidence, formulating actionable plans, and reviewing alternatives to the initial hypothesis (Ellet 2007: p.28).
Implementing case-based learning presents significant challenges, particularly in institutions lacking a culture of this teaching method The facilitator's approach can greatly influence the learning experience, either expanding or restricting it based on the case study's intended use Key principles for successful case-based learning include the preparedness of both learners and facilitators, active participation in discussions, patience, and the recognition that multiple perspectives may exist This approach encourages open dialogue, enhances listening skills, and balances differing viewpoints, while also requiring attention to micro-skills in questioning and responding Facilitators should avoid dominating discussions and remain unbiased to promote a collaborative learning environment Part III of the book includes several real-world HRM case studies, building on concepts from previous sections.
Parts I and II of the book include some end-of-chapter cases, but Part III offers learners a chance to delve deeper into the complex and diverse applications of the field Christensen and Raynor’s (2003) insights on the importance of management theory for pragmatic managers highlight the significant benefits of this approach.
The rest of the book is structured as follows Chapter “HRM and ER: A Strategic Perspective” begins by explaining the key terms of strategy, HRM and strategic
The study of strategic management presents various interpretations of the term "strategy," necessitating that strategic human resource management and employment relations (SHRM & ER) pursue differentiation and embrace a pluralist approach This chapter underscores the importance of these concepts in understanding the complexities of HR practices.
A Malik developing a contextual understanding of how people management, strategy and context interact to shape the multiple goals of SHRM&ER.
Cases Case 1: To Cyber-Vet or Not to Cyber-Vet: An Ethics Question
De Simone, L Giustiniano, and R Pinna Case 10: Managing Change and Employee Well-being in an Italian School: Psychosocial Training Intervention as a Possible Solution
Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy e-mail: desimone@unica.it
Department of Business and Management, LUISS Guido Carli University, Rome, Italy e-mail: lgiusti@luiss.it
Department of Economics and Management, University of Cagliari, Cagliari, Italy e-mail: pinnar@unica.it
S De Simone, L Giustiniano, and R Pinna
Ms Wolf, the Director of a major agency within a national public administration focused on legal compliance, has observed increasing absenteeism, workplace conflicts, and high employee turnover among her team of civil servant inspectors In an effort to address these issues, she has begun exploring literature on people management; however, she finds the insights presented in the book less than convincing.
The employee-customer-employee sequence is a fundamental principle for many for-profit firms, particularly in the service sector and customer-facing activities In profit-oriented organizations, enhanced customer satisfaction can lead to higher prices and increased revenue, enabling the financial rewards for productive employees This principle also holds true for non-profit organizations, such as public hospitals and volunteer associations, where the satisfaction of patients or clients is crucial for their success and impact.
Employees, particularly those in public service roles like judicial police officers, often face significant barriers to job satisfaction due to institutional constraints and a lack of traditional incentives These roles are typically marked by high levels of bureaucracy and limited opportunities for professional fulfillment, leading to challenges in work engagement and stress Despite these obstacles, many public servants are driven by a strong sense of mission and altruism, which is central to their motivation The critical question remains: how can organizations with limited external incentives and minimal ability to enhance customer satisfaction still foster employee motivation? This dilemma is a key concern for Ms Wolf.
Public Servants and Public Service Motivation
Some jobs seem to be more stressful than others Prolonged or intense stress has been proved to have a negative impact on individuals’ health (Cooper et al 2001)
Work-related stress (WRS) has emerged as a significant health and safety issue in both the EU and the US, impacting employees' psychological and social well-being This stress not only diminishes productivity but also leads to increased absenteeism and higher turnover rates, ultimately lowering job satisfaction For judicial police inspectors, the nature of their work involves engaging with individuals facing challenges within the judicial system, which can create additional stress as they cannot anticipate positive interactions The complex dynamics of these encounters further highlight the importance of addressing WRS to enhance overall workplace morale and efficiency.
Public servants, despite facing stressors and challenging working conditions, are driven by a unique form of motivation known as Public Service Motivation (PSM) According to Perry and Wise (1990), this motivation stems from altruistic intentions aimed at serving the public interest As a result, individuals in public organizations are likely to experience higher levels of job satisfaction, performance, and commitment.
S De Simone et al. boasting high levels of PSM –or at the very least have higher levels of motivation, compared with individuals with lower PSM.
According to Alonso and Lewis (2001), Public Service Motivation (PSM) can be captured by the following five statements:
1 Meaningful public service is very important to me.
2 I am not afraid to go to bat for the rights of others even if it means I will be ridiculed.
3 Making a difference in society means more to me than personal achievements.
4 I am prepared to make enormous sacrifices for the good of society.
5 I am often reminded by daily events about how dependent we are on one another.
Work experiences significantly influence both personal and professional lives For public administrations seeking to boost work engagement, it is crucial to balance public service motivation (PSM) with managing work-related stress and promoting job satisfaction activities.
The Paywell Agency, led by Ms Wolf in the South Italian branch of the Italian Public Administration, ensures formal compliance in work-related activities The agency employs numerous inspectors and knowledge workers responsible for verifying that companies adhere to national laws Inspections can occur in three settings: externally at firm headquarters, internally with public interaction at the agency's front office, and internally without direct contact.
Table 1 Study 1: constructs and scales used in the questionnaire
The work stressors represent a set of occupational difficulties that affect well-being and organizational performance teaching (De Simone et al 2016a)
HSE Management Standards Indicator Tool (Kerr et al 2009):
Demands, control, supervisors’ support, colleagues’ support, relationships, role and change
Altruistic motivation to delivering services to people with a purpose to do good for others and society (Perry and Wise 1990;
Work engagement a positive state of mind, related to work and characterized by vigor, dedication, and absorption (Schaufeli et al 2002)
Utrecht Work Engagement Scale (Schaufeli et al 2002; Balducci et al 2010) Job satisfaction
Overall feeling about the job Brief Overall Job satisfaction measure II (Judge et al 1998;
De Simone et al 2014) Life satisfaction
Overall feeling about the life Life Satisfaction (Lance et al
238 with public (i.e through back-office work wherein inspectors simply interact with their colleagues).
A recent grant has enabled a group of consultants to study the impact of PSM and WRS on employees' professional and personal lives This analysis comprised two complementary studies: an anonymous online questionnaire and five focus groups with inspection service members, aimed at identifying specific job-related stressors.
A recent study identified key sources of workplace stress among inspectors, revealing their connections to public service motivation (PSM), job satisfaction, work engagement, and overall life satisfaction.
Levels of Management Standards by Type of Inspectors′ Service
Type of service: internal with public
Type of service: internal without public
The study reveals that work settings significantly influence individual perceptions of work-related features, such as stressors and management tools Inspectors were categorized into three groups: those interacting with the public within agency facilities, those working internally without public contact, and those conducting unannounced external inspections at local firms Notably, external inspectors reported lower levels of engagement, job satisfaction, and public service motivation compared to their internal counterparts Additionally, a follow-up study involving direct interactions with inspectors enabled a deeper exploration of the specific stressors faced by judicial police officers in their roles.
S De Simone et al. groups on a voluntary basis The group sessions focused on the topic of “stressors at work” Here some quotes:
I would find greater satisfaction in my job if I could prioritize serving citizens over the pressure to meet numerical targets, particularly the emphasis on the "number of sanctions" used to assess performance.
Instead of imposing harsh penalties on companies, we should focus on informing them and providing opportunities to address their shortcomings This approach allows businesses to rectify issues without resorting to drastic measures like shutting down operations or laying off employees.
To educate companies to be inspected in order to inform them of the risks related to penal- ties (Bill, 52 y.o., female)
Inspection activities are often viewed negatively by some company owners, who resist any form of oversight The enforcement of rules by inspectors is perceived as a significant threat that must be confronted It is particularly concerning that management often shows indifference and annoyance towards the violence, threats, and verbal abuse that inspectors face daily in their roles.
Experiencing tension in the workplace often arises when interacting with external companies, leaving individuals feeling unprotected and unsupported This vulnerability makes employees feel at the mercy of the moods and attitudes of those they encounter during these visits.
We need to be trained for coping with the aggressions we suffer from the subjects we con- trol (Samantha, 41 y.o., female)
"The State regards us merely as collection agents, often abandoning us without guidance or support We face challenges alone, especially in situations of aggression, as even the police forces do not come to our aid."
The external perception of the role of the inspector is highly disappointing Only a few people appreciate my job, while most of them disregard it (Michael, 38 y.o., male)
I feel unmotivated and I’m almost convinced my job is socially useless Maybe we should have more credibility (Nick, 62 y.o., male)
We are not educated and trained properly That generates high stress, since we are called to confront very updated subjects [companies’ personnel] (Violet, 39 y.o., female)
More than the job itself, the legislative changes create stress (Felix, 56 y.o., male)
De Simone, R Pinna, and L Giustiniano Case 11: Gender Inclusive Leadership for Innovation and Change
Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
Department of Economics and Management, University of Cagliari, Cagliari, Italy e-mail: pinnar@unica.it
Department of Business and Management, LUISS Guido Carli University, Rome, Italy e-mail: lgiusti@luiss.it
Case 10: Managing Change and Employee Well-being in an Italian
S De Simone, R Pinna, and L Giustiniano
Over the past two decades, the Italian education system has undergone significant reforms, particularly with the introduction of school autonomy and decentralization These changes have led to mixed outcomes, resulting in both resistance and indifference from educators, alongside a commitment to training for better adaptation Teachers, the largest group within public schools, play a crucial role in this transformation as individual agents of change As organizations recognize the necessity of attracting and retaining talent, managing the professional landscape of teachers becomes increasingly vital However, implementing change in this context is challenging due to the high autonomy of educators, which contrasts with the observed lack of cohesiveness among them.
The education system in Italy is organised as follows:
• pre-primary school for children between 3 and 6 years of age;
• first cycle of education lasting 8 years, comprise of: primary education (six- 10 years) and lower secondary school for children between 11 and
The second cycle of education provides two distinct pathways for students aged 14 to 19: the State upper secondary school and vocational training courses, which are available in both three and four-year formats organized by the Regions, alongside options for higher education.
The Italian education system is governed by several key institutional bodies, including the Ministry of Education, University and Research (MIUR) at the national level, Regional School Authorities and Regions at the regional level, and Provinces, Municipalities, and schools at the local level The MIUR holds the primary responsibility for the overall administration of the educational system and is structured into three main departments.
– Department for the Education and Training System, responsible for the general organisation of the school system;
– Department for the Planning and Management of Human, Financial and Capital Resources, responsible for financial policy, procurement, administrative human resources in schools, and managing information systems;
– Department for Higher Education and Research, responsible for higher Education.
School education in Italy is structured at a decentralized level, managed by Regional School Offices that provide support to schools regarding administrative procedures and educational planning Local Offices, functioning under these Regional School Offices, lack autonomy but play a crucial role in implementing educational policies Regions are tasked with overseeing vocational education and training, collaborating with the Ministry of Education and the Ministry of Labour to establish national standards Local administrations, including Provinces and municipalities, have distinct responsibilities within the education system, with Provinces focusing on upper secondary education and municipalities handling pre-primary, primary, and lower secondary education services tailored to their communities.
Reforms in the Italian School’s Institutional Environment
Since 2000, the Italian education system has undergone significant reforms aimed at enhancing autonomy for educational institutions, as established by Law n 59/1997 Schools now have the flexibility to create their own Educational Offer Plans (POF), aligning with national educational objectives while addressing local cultural, social, and economic needs This autonomy allows for customized timetables, personalized courses, and tailored training programs Additionally, schools are encouraged to form partnerships with public and private stakeholders to enhance educational resources and opportunities, as emphasized in the "School Autonomy Regulations" (Legislative Decree No 275/99) A reform launched in 2010 for upper secondary schools aimed to improve clarity in course selection and strengthen connections with universities and the workforce through internships and project work Primary education also plays a vital role, focusing on practical learning experiences and innovative practices that utilize laboratories, positioning schools as centers of continuous innovation.
The school manager serves as the legal representative and oversees the overall management of the institution, acting autonomously to coordinate and deploy human resources for efficient school activities While fulfilling administrative duties, the school manager can delegate specific tasks to the Teachers’ Council, which is responsible for formulating the educational offer plan (POF) in line with the school's management guidelines Additionally, the Council proposes organization strategies for class groups, teaching timetables, and the allocation of teachers to classes.
Case 10: Managing Change and Employee Well-being in an Italian School… evaluating the general development of teaching staff and verify its effectiveness in line with the planned objectives and proposes, and wherever necessary, take appro- priate measures to improve the educational activities by making decisions on teach- ing methods Finally, the Council selects textbooks, after consulting the Inter- class Council and the Class Council, as well as teaching materials within the financial limits laid down by the District/School Council.
The Reform of the Educational System in Italy and the New
Italian public schools are now tasked with a more complex role, focusing on shaping young individuals to become responsible citizens The reform of education systems is crucial for enhancing productivity and developing a skilled workforce To this end, the Ministry has outlined the essential knowledge and competencies that students should acquire by the end of their compulsory education The new National Guidelines provide specific learning objectives and skills necessary for building competencies Teachers are encouraged to facilitate not only the acquisition of easily teachable skills but also critical thinking, creativity, problem-solving, communication, collaboration, and the use of information and communication technologies Additionally, they must instill a sense of citizenship and personal responsibility to prepare students for success in modern democracies.
The evolving role of teachers necessitates a shift in expectations, as they are now required to navigate multicultural classrooms, support students with special needs, integrate ICT in teaching, engage in evaluation processes, and involve parents in school activities This transformation calls for a redefinition of the teaching profession and the identification of new competencies essential for effective teaching Competencies encompass a blend of knowledge, skills, values, and attitudes that facilitate effective action in educational contexts This new approach empowers teachers to address complex demands by utilizing psychosocial resources effectively, ensuring they can perform their tasks efficiently while achieving desired outcomes.
The knowledge, skills and commitment of teachers, as well as the quality of school leadership, are of most important factors in achieving the high quality of
247 educational outcomes For this reason, it is essential for selecting and preparing teachers to fulfil their tasks.
The evolving institutional framework and redefined roles within schools have significantly impacted teachers, particularly in the context of the digital age Teachers are now expected to possess a diverse set of socio-educational, psychological, relational, and management skills, yet many have not received adequate training, leading to a crisis in their professional identity Additionally, the increasingly multicultural and multiethnic school environments, driven by globalization and new policies for disability inclusion, have added to teachers' responsibilities The rise of single-parent families and the growing participation of women in the workforce further complicate the educational landscape Coupled with relatively low salaries, limited career advancement opportunities, and challenging relationships with colleagues, administrators, students, and parents, these factors contribute to a pervasive sense of dissatisfaction among Italian teachers (Ichino and Tabellini 2014).
Nature and Extent of Impacts
Recent reforms in the Italian school system aim to create a more flexible and individualized approach to teaching and human resource management, focusing on results and overall workplace well-being Efforts have been made to address health issues in the workplace, recognizing the psychological and occupational health risks associated with interpersonal relationships Although numerous European documents discuss work-related stress, Italian legislation only began addressing this issue in 2008 with Legislative Decree No 81/2008, which mandates that risk assessments include all health and safety risks, particularly those related to work-related stress, as outlined in the European Agreement of October 8, 2004.
The fact that the European and Italian national legislations have focused more and more on psychosocial factors is related to the clinical risks that medicine and
Case 10: Managing Change and Employee Well-being in an Italian School… psychology scholars have emphasised during the last decade Accordingly, a higher level of social awareness has also pervaded the job design in all areas Stress itself is not considered a disease, instead, it is a functional adaptation of organisms to their environment and its stressors One of the most common definitions of stress speaks of adaptation syndrome for relatively nonspecific stressors of the stimuli (Selye
In 1956, it was noted that the adaptive response to stimuli can become dysfunctional, leading to distress or negative stress due to factors such as intensity, duration, or individual dispositions Individuals can manage intense stress effectively if it is alleviated over time The education sector is particularly highlighted in literature as increasingly vulnerable to high levels of work-related stress.
Different researches (Austin et al 2005; Johnson et al 2005; Pithers and Fogarty
The teaching profession faces numerous stressors, particularly in Italy, where a recent study highlighted workload, work environment perceptions, and attitudes towards change as significant contributors to work-related stress (De Simone et al 2016) Following Legislative Decree No 81/2008, employers are required to implement specific policies addressing work stress to safeguard employee health Effective management of work stress can be achieved through risk management assessment tools, which help identify potential risks and hazards within the work environment that may impact teachers.
The Case of Margherita School
Margherita Primary School, located in southern Italy, exemplifies the commitment to managing change processes initiated by the Italian education system, which has resulted in increased school autonomy Led by a young School Manager with a background in science, this is his inaugural experience in educational leadership, where he oversees human, financial, and instrumental resources Supporting him is the Teachers’ Council, made up of eight members who assist with specific tasks, while the Teachers’ College, consisting of all active teachers, is responsible for achieving the school's didactic and educational objectives.