MGT312 Advanced Human Resource Management, Level 7, Credits 15, Version 2
© Southern Institute of Technology 2018
MGT312 ASSIGNMENT 2
| Activity Title: | Assignment 2: Case Study: Employee Engagement at Briscoes |
| Paper Number and Title: |
MGT312 Advanced Human Resource Management Level 7, 15 credits, Version 2 |
| Assessed Learning Outcomes: |
L.O.1 Evaluate the factors that affect employee engagement. Research the link between employee engagement and organisational results and discuss the implications for the HR function. L.O.3 Evaluate demographic trends in New Zealand’s workforce and the implications for organisations and the Human Resource function. L.O.4 Evaluate current approaches to employee professional development and assess how they support an organization in meeting its strategic objectives. |
| Conditions: | This is a compulsory assignment. It must be submitted and makes up 30% of your final result for this paper. The completed assignment is to be submitted to your facilitator via Blackboard by the due date. |
MGT312 Advanced Human Resource Management, Level 7, Credits 15, Version 2
© Southern Institute of Technology 2018
ACTIVITY INSTRUCTIONS
Word count: 2,500 words (+/- 10%) excluding your referencing.
You should present your assignment in the form of a management report, (you do not need to include
an executive summary) but you should divide your report into clear sections.
Reference correctly in-text and include a full reference section.
Well-reasoned conclusions are presented.
Punctuation and grammar are correct.
Case Study
Downloaded from http://www.eeotrust.org.nz/
February 2011
Converting ambivalence to engagement
Briscoe Group’s commitment to training is showing its young staff that retail offers a long-term
career option for those who want it.
Retail employs some 200,000 people in New Zealand, but is still often seen as a nursery industry, with
its predominantly young employees tending to see the sector as a stop-gap. Statistics show that some
80 per cent of the population has had a job in retail by the time they reach 25; retaining employees can
be a challenge.
But Briscoe Group, which employs 1800 people in Rebel Sport, Briscoes Homewares, and Living and
Giving, is bucking the trend as it prepares its workforce for the future.
Since introducing on-the-job national qualifications, says National People and Performance Manager
Rohan Bignell, the group has seen turnover drop dramatically, sales rise and recruitment campaigns
attract quality applicants. Briscoe Group is supportive of the philosophy that “you can’t afford not to train
– it’s better to have trained staff who leave than untrained staff who stay”.
More than half of Briscoe Group employees are under 25. The company has always offered industry
training qualifications through the Retail Institute, and in 2008 the two organisations developed a
customised on-the-job, nationally-recognised training programme called the Customer Service Award
(CSA).
Through the programme staff can earn 22 New Zealand Qualifications Authority unit standards in areas
such as customer service, communication and relevant legislation. These can later be cross-credited
to a National Certificate in Retail level two. “The aim is to see improved customer service, satisfied
customers and in particular turn our shoppers into buyers,” says Leroy Sisnett, National Training
Supervisor.
MGT312 Advanced Human Resource Management, Level 7, Credits 15, Version 2
© Southern Institute of Technology 2018
The pilot took place in seven Rebel Sport stores from August 2008; employees worked through the
content at their own pace over six to eight weeks. Store managers supported the training through giving
time off for study, coaching staff and verifying the completed workbooks once standards were met.
The training was a success, leading to its roll-out to all sales staff. “The CSA has become the beginning
point in our company’s stepped approach to training,” says Leroy.
Implementing the CSA also helped identify where some sales staff needed support with literacy and
numeracy. Among them was Thomas, a senior sales assistant with 10 years’ service. While he had
great institutional knowledge, at times he struggled to communicate effectively.
Thomas was open about his learning difficulties and keen to take advantage of the support available.
He received two one-hour sessions a week for 20 weeks to improve communication with staff,
managerial skills, and literacy skills, especially written and verbal instructions. His manager has noted
real improvements, especially in his confidence when dealing with staff.
So far, 209 employees have gained their CSA and, by August 2011, all full-time employees should have
completed the qualification. By 2012, all part-time employees will be engaged in training or have
completed it.
Leroy says that the CSA has boosted employees’ confidence, especially those who found their school
years difficult, and employees now approach managers about other training opportunities.
“Employees are now seeing retail as an industry where they really do need specific skills to be more
successful,” says Leroy, “and becoming qualified helps establish the retail industry as a genuine career
option.”
According to Stephanie Clark, Key Account Manager at the Retail Institute, “Briscoe Group staff
members are now, on average, more qualified than the industry average and have amazingly higher
engagement levels when compared with industry.”
Turnover among permanent store staff has dropped from 45 per cent in 2006 to 39 per cent in 2009.
The savings made through retaining staff are substantial, says Rohan, given that it costs around $4000
to recruit and train a competent employee.
Leroy adds: “Our management teams also report increased productivity from employees and customer
satisfaction is higher than ever before, with the number of complaints reduced,. “Team morale is up,
our people are becoming more engaged and the interaction is great, with senior, long-serving staff
mentoring and coaching new and younger employees.”
Briscoe Group still has a challenge to continually improve employee engagement, so has revamped its
induction tools to provide clear performance expectations and outline stepped learning and
development opportunities.
It has recently developed an amusing induction DVD which features shop-floor staff talking about
company culture, what’s expected, and the support and training available. The goal, says Leroy, is to
turn ambivalent employees into engaged employees.
MGT312 Advanced Human Resource Management, Level 7, Credits 15, Version 2
© Southern Institute of Technology 2018
Your tasks are to:
1. Conduct some research into the generation known as ‘Generation Y’. Discuss any demographic
and attitudinal differences with previous generations and evaluate the likely implications for
HRM. (750 words)
2. Critically evaluate Briscoe’s engagement strategy as outlined in the case study. Include in your
evaluation:
a) What do you believe are the key success factors in their strategy and why?
b) What alternative strategies do you believe Briscoe’s could implement to improve employee
engagement in their younger workforce? These may be related to professional
development or you may also focus on driving engagement through other HRM
mechanisms such as reward etc. Discuss and provide reasons for your answer.
c) How well do you think Briscoes measures and evaluates its engagement results? Say why.
(750 words)
MGT312 Advanced Human Resource Management, Level 7, Credits 15, Version 2
© Southern Institute of Technology 2018
Marking Schedule
| Criteria | E (0-39) | D (40-49) | C (50-64) | B (65-79) | A (80-100) |
| Research and critical evaluation Weighting 40% |
Research cites few / no sources. Irrelevant / obsolete data used. No critical evaluation |
Limited research and / or critical evaluation. |
At least 3 relevant and appropriate sources used. Basic attempt made to establish implications for HRM, although arguments may lack depth or some credibility. |
4-5 relevant and appropriate sources used. Good attempt to establish implications for HRM with few ‘holes’. |
Wide range of relevant and appropriate sources used. Thoughtful discussion of implications for HRM. |
| Key drivers of employment Weighting 25% |
No understanding of theory of employee engagement. Little or no evaluation. |
Limited understandin g of employee engagement. Evaluation lacks any depth. |
Some appropriate content; may struggle to link theory to practice. |
Theory and practice of engagement linked. Some additional recommendatio ns made – some may lack credibility |
Theory and practice of engagement well linked. Student is able to go beyond current situation and provide useful further recommendations . |
| HRM and professional development approaches Weighting 25% |
Unable to articulate how professional development or other HRM techniques drive employee engagement. |
Limited discussion of broader HRM impacts on engagement. |
Some discussion and justification for ideas even if there are some flaws in arguments. |
Solid discussion and justification for ideas. Few flaws. |
Polished, well argued and justified process. |
| Writing Weighting 5% |
No consideration for presentation. Little evidence of clear writing or structure, very difficult to follow. |
Acceptable presentation. Some evidence of clear or structured writing. Argument weak or unconvincing . |
Tidy presentation. Mostly clear writing that shows acceptable organisation and structure. Argument is generally clear. |
Good presentation. Clear writing mainly to the point. Mostly well organised and structured writing. Most arguments are sound and convincing. |
Polished presentation. Clear, concise and well structured writing throughout. All arguments are sound and convincing Excellent spelling and grammar, |
MGT312 Advanced Human Resource Management, Level 7, Credits 15, Version 2
© Southern Institute of Technology 2018
| Argument very unsound or weak. Numerous spelling and/or grammatical errors that have a significant impact on readability. |
Some grammatical and/or spelling errors that impact noticeably on readability. |
Few issues around grammar and/or spelling, some of which have a minor impact on readability. |
Good spelling and grammar with only minor oversights that do not impact on readability. |
correct in all aspects. |
|
| In-text citations and Reference list APA formatted Weighting 5% |
More than 5 errors. |
4-5 errors. | 2-3 errors. | 1 error. | No errors. |
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