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href="../25471/glossary-organizational-structure.html" title="Glossary: Organizational structure">Glossary: Organizational structure</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21755/23-leadership-and-management.html" title="2.3 Leadership and management">2.3 Leadership and management</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../24733/glossary-leadership-management.html" title="Glossary: Leadership & Management">Glossary: Leadership & Management</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../24745/24-motivation.html" title="2.4 Motivation">2.4 Motivation</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../24719/glossary-motivation.html" title="Glossary: Motivation">Glossary: Motivation</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21757/25-organizational-culture-hl-only.html" title="2.5 Organizational culture (HL only)">2.5 Organizational culture (HL only)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../25243/glossary-organizational-culture.html" title="Glossary: Organizational culture">Glossary: Organizational culture</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21758/26-industrialemployee-relations-hl-only.html" title="2.6 Industrial/employee relations (HL only)">2.6 Industrial/employee relations (HL only)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../25125/glossary-industrialemployee-relations.html" title="Glossary: Industrial/employee relations">Glossary: Industrial/employee relations</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../21670/unit-3.html" title="Unit 3">Unit 3</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21744/31-sources-of-finance.html" title="3.1 Sources of finance">3.1 Sources of finance</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../24501/glossary-sources-of-finance.html" title="Glossary: Sources of finance">Glossary: Sources of finance</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21745/32-costs-and-revenues.html" title="3.2 Costs and revenues">3.2 Costs and revenues</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22092/glossary-costs-revenues.html" title="Glossary: Costs & revenues">Glossary: Costs & revenues</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21746/33-break-even-analysis.html" title="3.3 Break-even analysis">3.3 Break-even analysis</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22270/contribution-analysis.html" title="Contribution analysis">Contribution analysis</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22093/glossary-break-even-analysis.html" title="Glossary: Break-even analysis">Glossary: Break-even analysis</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21747/34-final-accounts.html" title="3.4 Final accounts">3.4 Final accounts</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31367/glossary-final-accounts.html" title="Glossary: Final accounts">Glossary: Final accounts</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21748/35-profitability-and-liquidity-ratio-analysis.html" title="3.5 Profitability and liquidity ratio analysis">3.5 Profitability and liquidity ratio analysis</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../25111/glossary-profitability-and-liquidity-ratio-analysis.html" title="Glossary: Profitability and liquidity ratio analysis">Glossary: Profitability and liquidity ratio analysis</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21749/36-efficiency-ratio-analysis-hl-only.html" title="3.6 Efficiency ratio analysis (HL only)">3.6 Efficiency ratio analysis (HL only)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../25114/glossary-efficiency-ratios.html" title="Glossary: Efficiency ratios">Glossary: Efficiency ratios</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21750/37-cash-flow.html" title="3.7 Cash flow">3.7 Cash flow</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../25118/cash-flow-forecasts.html" title="Cash flow forecasts">Cash flow forecasts</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31376/glossary-cash-flow.html" title="Glossary: Cash flow">Glossary: Cash flow</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21751/38-investment-appraisal.html" title="3.8 Investment appraisal">3.8 Investment appraisal</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31377/glossary-investment-appraisal-.html" title="Glossary: Investment appraisal ">Glossary: Investment appraisal </a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21752/39-budgets-hl-only.html" title="3.9 Budgets (HL only)">3.9 Budgets (HL only)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31378/39-budgets-hl-only-glossary.html" title="3.9 Budgets (HL Only) Glossary">3.9 Budgets (HL Only) Glossary</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../21684/unit-4.html" title="Unit 4">Unit 4</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21767/41-the-role-of-marketing.html" title="4.1 The role of marketing">4.1 The role of marketing</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../25618/glossary-the-role-of-marketing.html" title="Glossary: The role of marketing">Glossary: The role of marketing</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21768/42-marketing-planning.html" title="4.2 Marketing planning">4.2 Marketing planning</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../28328/glossary-marketing-planning.html" title="Glossary: Marketing planning">Glossary: Marketing planning</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21769/43-sales-forecasting-hl-only.html" title="4.3 Sales forecasting (HL only)">4.3 Sales forecasting (HL only)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../25713/glossary-sales-forecasting.html" title="Glossary: Sales forecasting">Glossary: Sales forecasting</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21713/44-market-research.html" title="4.4 Market research">4.4 Market research</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../25208/glossary-market-research.html" title="Glossary: Market research">Glossary: Market research</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21770/45-the-four-ps.html" title="4.5 The four Ps">4.5 The four Ps</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Product">Product</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../22627/glossary-product.html" title="Glossary: Product">Glossary: Product</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22525/price.html" title="Price">Price</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../22548/glossary-price.html" title="Glossary: Price">Glossary: Price</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22567/promotion.html" title="Promotion">Promotion</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../22704/45-promotion-glossary.html" title="4.5 Promotion - Glossary">4.5 Promotion - Glossary</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22745/place.html" title="Place">Place</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../23813/45-place-glossary.html" title="4.5 Place - Glossary">4.5 Place - Glossary</a></li></ul></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21774/46-the-extended-marketing-mix-7-ps-hl.html" title="4.6 The extended marketing mix (7 Ps) (HL)">4.6 The extended marketing mix (7 Ps) (HL)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../23814/glossary-the-extended-marketing-mix-hl.html" title="Glossary: The extended marketing mix (HL)">Glossary: The extended marketing mix (HL)</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21772/47-international-marketing-hl-only.html" title="4.7 International marketing (HL only)">4.7 International marketing (HL only)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../23815/glossary-international-marketing-hl.html" title="Glossary: International Marketing (HL)">Glossary: International Marketing (HL)</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21773/48-e-commerce.html" title="4.8 E-commerce">4.8 E-commerce</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../23797/glossary-e-commerce.html" title="Glossary: E-commerce">Glossary: E-commerce</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../21688/unit-5.html" title="Unit 5">Unit 5</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21937/51-the-role-of-operations-management.html" title="5.1 The role of operations management">5.1 The role of operations management</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../24843/glossary.html" title="Glossary">Glossary</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21938/52-production-methods.html" title="5.2 Production methods">5.2 Production methods</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../24848/glossary.html" title="Glossary">Glossary</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21939/53-lean-production-quality-management-hl.html" title="5.3 Lean production & quality management (HL)">5.3 Lean production & quality management (HL)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../24839/glossary-lean-production-and-quality-management.html" title="Glossary: Lean Production and quality management">Glossary: Lean Production and quality management</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21700/54-location.html" title="5.4 Location">5.4 Location</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../24959/glossary.html" title="Glossary">Glossary</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21695/55-production-planning-hl.html" title="5.5 Production planning (HL)">5.5 Production planning (HL)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../25032/glossary-production-planning.html" title="Glossary: Production planning">Glossary: Production planning</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../33222/56-research-development-hl.html" title="5.6 Research & development (HL)">5.6 Research & development (HL)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../34014/glossary-research-development.html" title="Glossary: Research & Development">Glossary: Research & Development</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21941/57-crisis-management-contingency-planning-hl.html" title="5.7 Crisis management & contingency planning (HL)">5.7 Crisis management & contingency planning (HL)</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../25042/glossary.html" title="Glossary">Glossary</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../25115/cuegis.html" title="CUEGIS">CUEGIS</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="The 6 CUEGIS concepts">The 6 CUEGIS concepts</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Ethics">Ethics</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../21954/mcdonalds-supersize-me.html" title="McDonald's - Supersize Me">McDonald's - Supersize Me</a></li></ul></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="The CUEGIS essay">The CUEGIS essay</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22876/planning-your-cuegis-essay.html" title="Planning your CUEGIS essay">Planning your CUEGIS essay</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../33806/paper-2-section-c-questions.html" title="Paper 2 Section C Questions">Paper 2 Section C Questions</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../33959/the-ia.html" title="The IA">The IA</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="HL IA">HL IA</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22190/35-sample-research-questions-for-the-hl-ia.html" title="35 sample research questions for the HL IA">35 sample research questions for the HL IA</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22200/hl-ia-student-checklist.html" title="HL IA - Student Checklist">HL IA - Student Checklist</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../33508/ia-hl-poster.html" title="IA HL Poster">IA HL Poster</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="SL IA">SL IA</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22146/sl-ia-20-sample-titles.html" title="SL IA - 20 Sample Titles">SL IA - 20 Sample Titles</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../38181/faq-about-the-sl-ia.html" title="FAQ about the SL IA">FAQ about the SL IA</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../22114/exams.html" title="Exams">Exams</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22115/command-terms.html" title="Command Terms">Command Terms</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../36599/glossary-of-key-terms.html" title="Glossary of key terms">Glossary of key terms</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../38059/flashcards-revision.html" title="Flashcards - Revision">Flashcards - Revision</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../38060/flashcards-revision-unit-1.html" title="Flashcards - Revision (Unit 1)">Flashcards - Revision (Unit 1)</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38056/unit-11-revision-flashcards.html" title="Unit 1.1 Revision Flashcards">Unit 1.1 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38061/unit-12-revision-flashcards.html" title="Unit 1.2 Revision Flashcards">Unit 1.2 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38067/unit-13-revision-flashcards.html" title="Unit 1.3 Revision Flashcards">Unit 1.3 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38092/unit-14-revision-flashcards.html" title="Unit 1.4 Revision Flashcards">Unit 1.4 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38096/unit-15-revision-flashcards.html" title="Unit 1.5 Revision Flashcards">Unit 1.5 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38102/unit-16-revision-flashcards.html" title="Unit 1.6 Revision Flashcards">Unit 1.6 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38103/unit-17-revision-flashcards.html" title="Unit 1.7 Revision Flashcards">Unit 1.7 Revision Flashcards</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../38114/flashcards-revision-unit-2.html" title="Flashcards - Revision (Unit 2)">Flashcards - Revision (Unit 2)</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38121/unit-21-revision-flashcards.html" title="Unit 2.1 Revision Flashcards">Unit 2.1 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38125/unit-22-revision-flashcards.html" title="Unit 2.2 Revision Flashcards">Unit 2.2 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38126/unit-23-revision-flashcards.html" title="Unit 2.3 Revision Flashcards">Unit 2.3 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38144/unit-24-revision-flashcards.html" title="Unit 2.4 Revision Flashcards">Unit 2.4 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38146/unit-25-revision-flashcards.html" title="Unit 2.5 Revision Flashcards">Unit 2.5 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38147/unit-26-revision-flashcards-hl-only.html" title="Unit 2.6 Revision Flashcards (HL only)">Unit 2.6 Revision Flashcards (HL only)</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../38149/flashcards-revision-unit-3.html" title="Flashcards - Revision (Unit 3)">Flashcards - Revision (Unit 3)</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38153/unit-31-revision-flashcards.html" title="Unit 3.1 Revision Flashcards">Unit 3.1 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38154/unit-32-revision-flashcards.html" title="Unit 3.2 Revision Flashcards">Unit 3.2 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38182/unit-33-revision-flashcards.html" title="Unit 3.3 Revision Flashcards">Unit 3.3 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38183/unit-34-revision-flashcards.html" title="Unit 3.4 Revision Flashcards">Unit 3.4 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38191/unit-35-revision-flashcards.html" title="Unit 3.5 Revision Flashcards">Unit 3.5 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38192/unit-36-revision-flashcards-hl.html" title="Unit 3.6 Revision Flashcards (HL)">Unit 3.6 Revision Flashcards (HL)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38193/unit-37-revision-flashcards.html" title="Unit 3.7 Revision Flashcards">Unit 3.7 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38194/unit-38-revision-flashcards.html" title="Unit 3.8 Revision Flashcards">Unit 3.8 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38195/unit-39-revision-flashcards.html" title="Unit 3.9 Revision Flashcards">Unit 3.9 Revision Flashcards</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../38196/flashcards-revision-unit-4.html" title="Flashcards - Revision (Unit 4)">Flashcards - Revision (Unit 4)</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38198/unit-41-revision-flashcards.html" title="Unit 4.1 Revision Flashcards">Unit 4.1 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38203/unit-42-revision-flashcards.html" title="Unit 4.2 Revision Flashcards">Unit 4.2 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38217/unit-43-revision-flashcards.html" title="Unit 4.3 Revision Flashcards">Unit 4.3 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38218/unit-44-revision-flashcards.html" title="Unit 4.4 Revision Flashcards">Unit 4.4 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38219/unit-45a-product-revision-flashcards.html" title="Unit 4.5a Product Revision Flashcards">Unit 4.5a Product Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38220/unit-45b-price-revision-flashcards.html" title="Unit 4.5b Price Revision Flashcards">Unit 4.5b Price Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38221/unit-45c-promotion-revision-flashcards.html" title="Unit 4.5c Promotion Revision Flashcards">Unit 4.5c Promotion Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38222/unit-45d-promotion-revision-flashcards.html" title="Unit 4.5d Promotion Revision Flashcards">Unit 4.5d Promotion Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38223/unit-46-revision-flashcards-hl.html" title="Unit 4.6 Revision Flashcards (HL)">Unit 4.6 Revision Flashcards (HL)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38224/unit-47-revision-flashcards-hl.html" title="Unit 4.7 Revision Flashcards (HL)">Unit 4.7 Revision Flashcards (HL)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38225/unit-48-e-commerce-flashcards.html" title="Unit 4.8 E-commerce Flashcards">Unit 4.8 E-commerce Flashcards</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../38232/flashcards-revision-unit-5.html" title="Flashcards - Revision (Unit 5)">Flashcards - Revision (Unit 5)</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38233/unit-51-revision-flashcards.html" title="Unit 5.1 Revision Flashcards">Unit 5.1 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38234/unit-52-revision-flashcards.html" title="Unit 5.2 Revision Flashcards">Unit 5.2 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38235/unit-53-revision-flashcards-hl.html" title="Unit 5.3 Revision Flashcards (HL)">Unit 5.3 Revision Flashcards (HL)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38236/unit-54-revision-flashcards.html" title="Unit 5.4 Revision Flashcards">Unit 5.4 Revision Flashcards</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38237/unit-55-revision-flashcards-hl.html" title="Unit 5.5 Revision Flashcards (HL)">Unit 5.5 Revision Flashcards (HL)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38238/unit-56-revision-flashcards-hl.html" title="Unit 5.6 Revision Flashcards (HL)">Unit 5.6 Revision Flashcards (HL)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../38239/unit-57-revision-flashcards-hl.html" title="Unit 5.7 Revision Flashcards (HL)">Unit 5.7 Revision Flashcards (HL)</a></li></ul></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../33830/formulae-quiz.html" title="Formulae Quiz">Formulae Quiz</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Paper 1 Pre-release case study">Paper 1 Pre-release case study</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44969/n22-case-study-ele-plc.html" title="N22 Case Study (ELE PLC)">N22 Case Study (ELE PLC)</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="M22 (Peacewick Uni)">M22 (Peacewick Uni)</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../44106/additional-exam-questions-paper-1.html" title="Additional exam questions (Paper 1)">Additional exam questions (Paper 1)</a></li></ul><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../32840/may-2020-p-s-trawlers.html" title="May 2020 (P&S Trawlers)">May 2020 (P&S Trawlers)</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="M23 Paper 1">M23 Paper 1</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../47825/paper-1-svt-study-guide-shirin-karimi.html" title="Paper 1 SVT Study Guide (Shirin Karimi)">Paper 1 SVT Study Guide (Shirin Karimi)</a></li></ul></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../26095/exam-study-tips-resources.html" title="Exam & Study tips (resources)">Exam & Study tips (resources)</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../31342/revision-exams-top-tips.html" title="Revision & Exams - Top tips">Revision & Exams - Top tips</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../47460/top-tips-for-m23-exams.html" title="Top Tips for M23 Exams">Top Tips for M23 Exams</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../43522/unit-1-intro-to-bm.html" title="Unit 1 - Intro to BM">Unit 1 - Intro to BM</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44034/11-what-is-a-business.html" title="1.1 What is a business?">1.1 What is a business?</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/399681.html" title="1.2 Types of business entities">1.2 Types of business entities</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44041/13-business-objectives.html" title="1.3 Business objectives">1.3 Business objectives</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44044/14-stakeholders.html" title="1.4 Stakeholders">1.4 Stakeholders</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44045/15-growth-and-evolution.html" title="1.5 Growth and evolution">1.5 Growth and evolution</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44046/16-multinational-companies.html" title="1.6 Multinational companies">1.6 Multinational companies</a></li></ul><li class="ancestor parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a class="" href="../43530/unit-2-hrm.html" title="Unit 2 - HRM">Unit 2 - HRM</a></li><ul class="level-1 expanded"><li class="ancestor parent" style="padding-left: 14px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a class="" href="../44253/21-introduction-to-hrm.html" title="2.1 Introduction to HRM">2.1 Introduction to HRM</a></li><ul class="level-2 expanded"><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44256/role-of-hrm.html" title="Role of HRM">Role of HRM</a></li><li class="current" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="factors-that-influence-hr-planning.html" title="Factors that influence HR planning">Factors that influence HR planning</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44282/reasons-for-resistance-to-change.html" title="Reasons for resistance to change">Reasons for resistance to change</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44283/hr-strategies-for-reducing-the-impact-of-change-resistance-to-ch.html" title="HR strategies for reducing the impact of change & resistance to change">HR strategies for reducing the impact of change & resistance to change</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../45458/21-true-or-false-quiz.html" title="2.1 True or False quiz">2.1 True or False quiz</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../43677/21-glossary-of-key-terms.html" title="2.1 Glossary of key terms">2.1 Glossary of key terms</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../43875/22-organizational-structure.html" title="2.2 Organizational structure">2.2 Organizational structure</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44338/23-leadership-and-management.html" title="2.3 Leadership and management">2.3 Leadership and management</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../45462/23-true-or-false-quiz.html" title="2.3 True or False Quiz">2.3 True or False Quiz</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../43829/24-motivation-and-demotivation.html" title="2.4 Motivation and demotivation">2.4 Motivation and demotivation</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44371/types-of-training.html" title="Types of training">Types of training</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44390/25-organizational-corporate-culture-hl.html" title="2.5 Organizational (corporate) culture (HL)">2.5 Organizational (corporate) culture (HL)</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44247/26-communication.html" title="2.6 Communication">2.6 Communication</a></li></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../43545/unit-3-finance.html" title="Unit 3 - Finance">Unit 3 - Finance</a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44435/31-introduction-to-finance.html" title="3.1 Introduction to finance">3.1 Introduction to finance</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44431/31-introduction-to-finance-role-of-finance.html" title="3.1 Introduction to finance - role of finance">3.1 Introduction to finance - role of finance</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../45634/31-glossary-of-key-term.html" title="3.1 Glossary of key term">3.1 Glossary of key term</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44436/32-sources-of-finance.html" title="3.2 Sources of finance">3.2 Sources of finance</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44437/internal-sources-of-finance.html" title="Internal sources of finance">Internal sources of finance</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44450/external-sources-of-finance.html" title="External sources of finance">External sources of finance</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44479/appropriateness-of-sources-of-finance.html" title="Appropriateness of sources of finance">Appropriateness of sources of finance</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../45483/32-true-or-false-quiz.html" title="3.2 True or False Quiz">3.2 True or False Quiz</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../43688/32-glossary-of-key-terms.html" title="3.2 Glossary of key terms">3.2 Glossary of key terms</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44486/33-costs-and-revenues.html" title="3.3 Costs and revenues">3.3 Costs and revenues</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44492/34-final-accounts.html" title="3.4 Final accounts">3.4 Final accounts</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44593/35-profitability-liquidity-ratio-analysis.html" title="3.5 Profitability & liquidity ratio analysis">3.5 Profitability & liquidity ratio analysis</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44627/36-efficiency-ratio-analysis-hl-only.html" title="3.6 Efficiency ratio analysis (HL only)">3.6 Efficiency ratio analysis (HL only)</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44493/37-cash-flow.html" title="3.7 Cash flow">3.7 Cash flow</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44515/38-investment-appraisal.html" title="3.8 Investment appraisal">3.8 Investment appraisal</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44519/net-present-value-npv-hl.html" title="Net present value (NPV) (HL)">Net present value (NPV) (HL)</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44564/39-budgets-hl.html" title="3.9 Budgets (HL)">3.9 Budgets (HL)</a></li></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../43547/unit-4-marketing.html" title="Unit 4 - Marketing">Unit 4 - Marketing</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44637/41-introduction-to-marketing.html" title="4.1 Introduction to marketing">4.1 Introduction to marketing</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../43823/42-marketing-planning.html" title="4.2 Marketing planning">4.2 Marketing planning</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44660/43-sales-forecasting-hl.html" title="4.3 Sales forecasting (HL)">4.3 Sales forecasting (HL)</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44669/benefits-limitations-of-sales-forecasting.html" title="Benefits & limitations of sales forecasting">Benefits & limitations of sales forecasting</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44679/44-market-research.html" title="4.4 Market research">4.4 Market research</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44680/why-how-organizations-carry-out-market-research.html" title="Why & how organizations carry out market research">Why & how organizations carry out market research</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44720/45-the-seven-ps-of-the-marketing-mix.html" title="4.5 The seven Ps of the marketing mix">4.5 The seven Ps of the marketing mix</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44740/451-product.html" title="4.5.1 Product">4.5.1 Product</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../44782/453-promotion.html" title="4.5.3 Promotion">4.5.3 Promotion</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44697/46-international-marketing-hl.html" title="4.6 International marketing (HL)">4.6 International marketing (HL)</a></li></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../43565/unit-5-operations-mgt.html" title="Unit 5 - Operations Mgt">Unit 5 - Operations Mgt</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44817/51-introduction-to-operations-management.html" title="5.1 Introduction to operations management">5.1 Introduction to operations management</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44812/52-operations-methods.html" title="5.2 Operations methods">5.2 Operations methods</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44861/53-lean-production-quality-management-hl.html" title="5.3 Lean production & quality management (HL)">5.3 Lean production & quality management (HL)</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44840/55-break-even-analysis.html" title="5.5 Break-even analysis">5.5 Break-even analysis</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../44890/56-production-planning-hl.html" title="5.6 Production planning (HL)">5.6 Production planning (HL)</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../45242/57-crisis-management-contingency-planning-hl.html" title="5.7 Crisis management & contingency planning (HL)">5.7 Crisis management & contingency planning (HL)</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../45669/59-management-information-systems-hl.html" title="5.9 Management Information Systems (HL)">5.9 Management Information Systems (HL)</a></li></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../43603/exams.html" title="Exams">Exams</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../43740/command-terms.html" title="Command terms">Command terms</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../45612/glossary-of-key-terms.html" 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<div id="main-column" class="span9"> <article id="factors-that-influence-hr-planning" style="margin-top: 16px;">
<h1 class="section-title">Factors that influence HR planning</h1>
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<div class="panel panel-purple"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p><strong><span style="font-family:arial,helvetica,sans-serif;">Internal and external factors that influence human resource planning (AO2)</span></strong></p></div></div><div class="panel-body"><div><p><span style="font-family:arial,helvetica,sans-serif;"><img alt="" height="174" src="../../../ib/businessmanagement/images/old-worker.jpg" width="248"><span style="font-family:arial,helvetica,sans-serif;"><img alt="" height="175" src="../../../ib/businessmanagement/images/hrm.jpg" width="225"><span style="font-family:arial,helvetica,sans-serif;"><img alt="" height="173" src="../../../ib/businessmanagement/images/workers.jpg" width="222"></span></span></span></p><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Human resource planning </strong>(or <strong>workforce plannning</strong>) is a broad term used to describe the overall management of an organization's workforce. It is a systematic process that assesses the currentand future needs of an organization’s workforce and sets out actions necessary to meet these human resource needs through recruitment, training, financial and non-financial rewards, and organizational structures. Hence, HR planning is an important aspect of the human resource management (HRM) function of any organization. Due to the evolving workforce planning needs of an organization, human resource planning is an ongoing function of the HR department of a business.</span></p><p><span style="font-family:arial,helvetica,sans-serif;">Workforce planning involves anticipating and addressing the organization’s current and future human resource needs. This can be short-term or long-term, depending on the needs of the organization. Short-term workforce planning is used to address the immediate needs of the organization, such as replacing workers who will go on maternity leave, enter retirement, or have been suddenly dismissed. It also includes plans for covering absent employees due to sickness (see Case Study 1). Long-term workforce planning is used to support the strategic plan of the organization, e.g. the expansion of the business in new locations and different countries.</span></p><div class="yellowBg"><h5><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-file-text-o fa-lg" style="color: rgb(61, 30, 128);"> </span> Case Study 1 - The absenteeism costs of the common flu in the USA</span></span></h5><ul class="branded"><li><p>The USA spends $10.4bn per year in direct medical expenses - that's around $28,493,150 per day!</p></li><li><p>The country loses $15.3bn a year from the common flu due to loss of earnings (which is equivalent to 17 million workdays a year!)</p></li><li><p>Productivity losses amount to more than $21 billion a year (or over $57.53 million per day).</p></li></ul><p><span style="color:#696969;">Source: adapted from </span><a href="http://www.healthline.com/health"><span style="color:#696969;"> www.healthline.com/health</span></a></p></div><p><span style="font-family:arial,helvetica,sans-serif;">Human resource planning involves numerous functions, which include:</span></p><ul class="branded"><li><p><span style="font-family:arial,helvetica,sans-serif;">Recruitment (hiring workers)</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Induction (training for new staff to acclimatise)</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Retention (to retain workers at the organization)</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Dismissal (letting go of workers no longer needed, often due to underperformance or misconduct in the workplace)</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Redundancies (letting go of workers when their jobs are no longer needed)</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Training and development (to improve the productivity and skills of workers)</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Performance appraisals (to hold workers accountable for their performance at work).</span></p></li></ul><p><span style="font-family:arial,helvetica,sans-serif;">Effective human resource management is vital for any organization to achieve its <a href="../44041/13-business-objectives.html" title="New syllabus 2022 » Unit 1 - Introduction to Business Management » 1.3 Business objectives">business objectives</a>. Human resource planning is therefore an important function as the effectiveness of workforce planning has a major impact on the current and future success of the organization. HR managers play a vital role in ensuring that the right people in the right numbers are hired, at the right time, deployed in the right place and at the right time.</span></p><p>This section of the syllabus requires students to understand the internal and external factors that influence human resource planning. These include coverage of the following factors:</p><div class="row-fluid"><div class="span6 col-left"><div><ul class="branded"><li><p>Demographic change</p></li><li><p>Change in labour mobility</p></li><li><p>Immigration</p></li></ul></div></div><div class="span6"><div><ul class="branded"><li><p>Flexitime</p></li><li><p>The gig economy</p></li></ul></div></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-purple panel-expandable"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p><strong>Internal factors that influence human resource planning (AO2)</strong></p></div></div><div class="panel-body"><div><p><img alt="" src="../../../ib/businessmanagement/images/2-hrm/informal-communication.jpg" style="width: 300px; height: 197px;"></p><p>Both internal and external factors influence human resource planning. Internal factors are those within the control of the organization, such as the remuneration (pay and benefits) to its staff. Examples of such interrelated <span style="font-family:arial,helvetica,sans-serif;">internal </span>factors that <span style="font-family:arial,helvetica,sans-serif;"> influence human resource planning </span>include:</p><ul class="branded"><li><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Size</strong> of the organization – The larger the firm, the more involved it needs to be in human resource planning. Not only do larger firms need to recruit more workers, they are more involved in training, appraisals and other related human resource matters.</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Strategic</strong> direction of the organization – For example, if growth is a priority, the organization will plan to recruit more workers and internally promote some employees to senior positions.</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Organizational structure</strong> – A clear organizational structure helps workforce planning. For example, the HR manager can identify vacant positions and jobs that are redundant, thus can plan how best to address these gaps in the firm.</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Finances</strong> of the organization – Effective workforce planning cannot happen without sufficient funding being available. Growth enables the firm to gain more revenue, which will provide it with the finances to hire and pay for more workers. Training and professional development opportunities for workers also require finance.</span></p></li></ul><p><span style="font-family:arial,helvetica,sans-serif;"><img alt="" height="165" src="../../../ib/businessmanagement/images/money.jpg" width="275"></span></p><p><span style="color:#696969;"><span style="font-family:arial,helvetica,sans-serif;"><em>Finance is vital for human resource planning</em></span></span></p><ul class="branded"><li><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Motivation </strong>in the workplace – The level of motivation in an organization is an important internal factor affecting workforce planning. The higher the level of motivation, the more productive workers tend to be, and the lower the labour turnover rate. The human resources department needs to keep records of why people leave the organization in order to retain their employees.</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Corporate culture </strong>of the organization – The culture of the organization affects how the HR department operates. In turn, this influences its approach to HR matters such as working hours, flexitime, teamworking, appraisals, job sharing (where two employees share a single job), training and professional development opportunities, dismissal and redundancies, outsourcing, and the internal promotion of staff.</span></p></li></ul><div class="yellowBg"><h5><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-file-text-o fa-lg" style="color: rgb(61, 30, 128);"> </span> Case Study 2 - Hiring seasonal staff at the Royal Mail</span></span></h5><p><img alt="" height="332" src="../../../ib/businessmanagement/images/post-office.jpg" width="270"></p><p><span style="font-family:arial,helvetica,sans-serif;">A real world example of the need to hire seasonal staff is the UK's Royal Mail which hired 33,000 additional workers for the Christmas period in December 2020. The temporary staff worked mainly work in postal sorting offices, delivery (vans) and data centres. These temporary workers helped to provide support to more than 115,000 postmen and women in permanent roles at the Royal Mail.</span></p><p><span style="font-family:arial,helvetica,sans-serif;">Although the Royal Mail usually hires additional staff during seasonal peaks, the surge in recruitment of extra workers has also been due to the rise in online shopping, which has been accelerated by the global coronavirus crisis.</span></p></div><div class="greenBg"><div><h5><span style="font-family:arial,helvetica,sans-serif;"><span style="color:#FF0000;"><span class="snippet-fa fa fa-linode fa-lg" style="color: rgb(103, 7, 124);"> </span> ATL Activity 1 (Thinking skills) Reading and reflection task</span></span></h5><p><span style="font-family:arial,helvetica,sans-serif;">Human resource management is a complicated aspect of Business Management. Read these articles and consider what your views are of these HR issues:</span></p><ul class="branded"><li><p><span style="font-family:arial,helvetica,sans-serif;"><a href="http://www.bbc.com/news/uk-england-london-36264229">London receptionist 'sent home for not wearing heels'</a></span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><a href="http://www.theguardian.com/business/2017/jun/01/construction-firm-mears-bans-workers-from-having-beards">Construction firm Mears bans workers from having beards</a></span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><a href="http://www.bbc.com/news/magazine-28758900">Should anti-tattoo discrimination be illegal?</a></span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><a href="http://www.bbc.com/news/uk-21025332">British Airways Christian employee banned from wearing crucifix</a></span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><a href="http://www.bbc.com/news/world-europe-39264845">EU workplace headscarf ban 'can be legal'</a></span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><a href="http://www.bbc.com/news/magazine-36265545">Is it legal to force women to wear high heels at work?</a></span></p></li></ul></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-purple"><div class="panel-footer"><div></div></div></div><div class="panel panel-purple panel-expandable"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p><strong><span style="font-family:arial,helvetica,sans-serif;"> External factors that influence human resource planning (AO2)</span></strong></p></div></div><div class="panel-body"><div><p><img alt="" height="185" src="../../../ib/businessmanagement/images/teleworker.jpg" width="304"></p><p><span style="color:#696969;"><em>An increasing number of people work from home</em></span></p><p><span style="font-family:arial,helvetica,sans-serif;"><strong>External factors </strong>are those that are beyond the control of the organization, such as the legal minimum wage or other employment legislation. These external factors include:</span></p><ol class="branded"><li><p><span style="font-family:arial,helvetica,sans-serif;">Demographic change</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Change in labour mobility</span></p></li><li><p>Immigration</p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Flexi-time</span></p></li><li><p>Gig economy</p></li></ol><hr class="hidden"><h5><span style="font-family:arial,helvetica,sans-serif;">1. Demographic change</span></h5><p><span style="font-family:arial,helvetica,sans-serif;">Demography is the study of population and population trends. Demographic change refers to variations in the structure of the population that influence human resource planning. This might include developments and trends in the population, such as:</span></p><ul class="branded"><li><p><span style="font-family:arial,helvetica,sans-serif;">The average age of the population</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Distribution of the population by ethnicity</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Gender distribution</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Educational attainment levels, and</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Average household income</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Official retirement age in the country.</span></p></li></ul><hr class="hidden"><p><em>Table 1 - 1 - Retirement age, selected countries</em></p><table border="1" cellpadding="0" cellspacing="0"><tbody><tr><td style="width:198px;"><p><strong>Country</strong></p></td><td style="width:94px;"><p align="center"><strong>Men</strong></p></td><td style="width:95px;"><p align="center"><strong>Women</strong></p></td></tr><tr><td style="width:198px;"><p>Australia</p></td><td style="width:94px;"><p align="center">65</p></td><td style="width:95px;"><p align="center">65</p></td></tr><tr><td style="width:198px;"><p>Brazil</p></td><td style="width:94px;"><p align="center">65</p></td><td style="width:95px;"><p align="center">60</p></td></tr><tr><td style="width:198px;"><p>Canada</p></td><td style="width:94px;"><p align="center">65</p></td><td style="width:95px;"><p align="center">65</p></td></tr><tr><td style="width:198px;"><p>France</p></td><td style="width:94px;"><p align="center">60</p></td><td style="width:95px;"><p align="center">60</p></td></tr><tr><td style="width:198px;"><p>Iceland</p></td><td style="width:94px;"><p align="center">67</p></td><td style="width:95px;"><p align="center">67</p></td></tr><tr><td style="width:198px;"><p>Japan</p></td><td style="width:94px;"><p align="center">60</p></td><td style="width:95px;"><p align="center">60</p></td></tr><tr><td style="width:198px;"><p>Sri Lanka</p></td><td style="width:94px;"><p align="center">58</p></td><td style="width:95px;"><p align="center">58</p></td></tr><tr><td style="width:198px;"><p>Switzerland</p></td><td style="width:94px;"><p align="center">65</p></td><td style="width:95px;"><p align="center">64</p></td></tr><tr><td style="width:198px;"><p>Turkey</p></td><td style="width:94px;"><p align="center">60</p></td><td style="width:95px;"><p align="center">58</p></td></tr><tr><td style="width:198px;"><p>United Kingdom</p></td><td style="width:94px;"><p align="center">65</p></td><td style="width:95px;"><p align="center">64</p></td></tr><tr><td style="width:198px;"><p>United States</p></td><td style="width:94px;"><p align="center">66</p></td><td style="width:95px;"><p align="center">66</p></td></tr></tbody></table><p><span style="font-family:arial,helvetica,sans-serif;">Source: Adapted from <a href="https://en.wikipedia.org/wiki/Retirement_age">Wikipedia</a></span></p><hr class="hidden"><p><span style="font-family:arial,helvetica,sans-serif;">In many high income countries, there has been both a lower birth rate and lower death rate, along with increased longevity (life expectancy). These demographic trends have led to an <strong>ageing population</strong> (a rise in the average age of the population). An ageing population has several impacts on human resource planning. For example, the retirement age in many countries has increased. Labour mobility and labour productivity may both fall, as younger workers tend to be more mobile whilst elderly workers may be less productive.</span></p><p><em>Table 2 - Ageing populations <span style="font-family:arial,helvetica,sans-serif;">(countries with the largest percentage of people aged 60 and above)</span></em></p><ol><li><p><span style="font-family:arial,helvetica,sans-serif;">Japan</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Italy</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Germany</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Finland</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Sweden</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Bulgaria</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Greece</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Portugal</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Croatia</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Channel Islands, UK</span></p></li></ol><p><span style="font-family:arial,helvetica,sans-serif;"><em>Source</em>: Global Agenda Council on Ageing Society</span></p><hr class="hidden"><p><span style="font-family:arial,helvetica,sans-serif;">Another demographic change in many societies is better employment opportunities for women. In high-income countries, women are typically more career-orientated so have<span style="font-family:arial,helvetica,sans-serif;"> children at an older age. They are also having fewer children, partly due to the higher costs of raising children.</span></span></p><h4><span style="font-family:arial,helvetica,sans-serif;"><span style="color:#FF0000;"></span></span></h4><div class="greenBg"><h5><span style="font-family:arial,helvetica,sans-serif;"><span style="color:#FF0000;"><span class="snippet-fa fa fa-cogs fa-lg" style="color: rgb(103, 7, 124);"> </span> Theory of Knowledge (TOK)</span></span></h5><p><span style="font-family:arial,helvetica,sans-serif;">Does an ageing population become more risk-adverse and less creative?</span></p></div><div class="greenBg"><div><h5><span style="font-family:arial,helvetica,sans-serif;"><span style="color:#FF0000;"><span class="snippet-fa fa fa-linode fa-lg" style="color: rgb(103, 7, 124);"> </span> ATL Activity 2 (Research skills) - Do you know...</span></span></h5><p><img alt="" src="../../../ib/businessmanagement/images/ageing-population.jpg" style="width: 280px; height: 204px;"></p><p><span style="font-family:arial,helvetica,sans-serif;">Q1. The total size of the world’s population?</span></p><p><span style="font-family:arial,helvetica,sans-serif;">Q2. Which countries have the largest populations?</span><span style="font-family:arial,helvetica,sans-serif;"> List the five countries that you think have the largest populations.</span></p><p>Q3. What are the implications of an ageing population on businesses and to society as a whole?</p><p><span style="font-family:arial,helvetica,sans-serif;">Check your answers on the Worldometer website <a href="http://www.worldometers.info/world-population/">here</a>.</span></p><section class="tib-hiddenbox"><p><span style="color:#FF0000;"><strong>Suggested answers</strong></span></p><p><span style="color:#FF0000;">Q1 - Refer to website</span></p><p><span style="color:#FF0000;">Q2 - Refer to website</span></p><p><span style="color:#FF0000;">Q3 - An ageing population caused by a decrease in the birth rate and a fall in the death rate, with the average people living longer. The impacts of an ageing population of businesses and the society include:</span></p><ul class="branded"><li><p><span style="color:#FF0000;">Pressure placed on the health industry due to the increasing demands placed on hospitals, health clinics and medical practitioners - increased health care costs will directly impact employers in terms of health care benefits and/or higher staff absenteeism rates.</span></p></li><li><p><span style="color:#FF0000;">Higher and perhaps unsustainable pension commitments - employers need to devote more of their finances to contribute to the pensions (retirement funds) of their employee.</span></p></li><li><p><span style="color:#FF0000;">The encouragement of immigration and migrant workers is a possible economic solution to a country’s ageing population.</span></p></li><li><p><span style="color:#FF0000;">A change in consumption patterns due to the varying goods and services demanded by the elderly.</span></p></li><li><p><span style="color:#FF0000;">Possible impact on taxpayers who need to support a growing number of retired / dependent population.</span><span style="color:#FF0000;"></span></p></li></ul><hr class="hidden"><p><span style="color:#FF0000;">Ask students to co</span><span style="color:#FF0000;">nsider whether countries such as </span><span style="color:#FF0000;">China, India, the USA, Indonesia, and Pakistan face greater human resource planning problems than those with much smaller populations.</span></p><p><span style="color:#FF0000;">As an extension task, students could read </span><a href="https://www.weforum.org/agenda/2015/10/what-are-the-economic-implications-of-ageing-populations/"><span style="color:#FF0000;">this article</span></a><span style="color:#FF0000;"> from the World Economic Forum, titled <em>"What are the economic implications of ageing populations?"</em></span></p></section></div></div><div class="greenBg"><h5><span style="font-family:arial,helvetica,sans-serif;"><span style="color:#FF0000;"><span class="snippet-fa fa fa-linode fa-lg" style="color: rgb(103, 7, 124);"> </span> ATL Activity 3 (Thinking skills) - The most populous cities in the world</span></span></h5><p><span style="font-family:arial,helvetica,sans-serif;">Back in 1500, Beijing had a population of 672,000. Today, the figure is around 23 million people. Read <a href="https://www.weforum.org/agenda/2019/07/worlds-busiest-cities">this article</a> from the World Economic Forum (WEF) about the world’s most populous cities over the past 500+ years.</span></p><p><span style="font-family:arial,helvetica,sans-serif;">The WEF article also contains an excellent 2 minutes infographics video that shows changes in the rankings of the top 10 most populous cities in the world.</span></p><p><span style="font-family:arial,helvetica,sans-serif;"><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/JWjMiwAbGgA" width="640"></iframe></span></p></div><div class="yellowBg"><h5><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-linode fa-lg" style="color: rgb(103, 7, 124);"> </span> ATL Activity 4 (Thinking and Communication skills) - To work or not to work, that is the question...</span></span></h5><p>On average, women have a higher life expectancy than men. This may be due to inherent biological factors. However, women also typically retire earlier than men in many countries. The gap between the retirement age of men and women is smaller in high-income countries and larger in low-income and medium-income countries due to economic and social factors.</p><p>So, if men live shorter lives and are expected to work more (retire at a later stage in life), is this fair? What about equality for males? Are governments biased?</p><p>Refer to these three sources and discuss the above questions in small groups.</p><ul><li><p><a href="https://www.worldometers.info/demographics/life-expectancy/">Worldometer - Life Expectancy of the World Population</a></p></li><li><p><a href="https://www.oecd.org/publications/oecd-pensions-at-a-glance-19991363.htm">OECD - Pensions at a Glance 2021</a></p></li><li><p><a href="https://stats.oecd.org/Index.aspx?DataSetCode=PAG">OECD - Pensions and retirement ages</a></p></li></ul></div><div class="yellowBg"><h5><span style="font-family:arial,helvetica,sans-serif;"><span style="color:#FF0000;"><span class="snippet-fa fa fa-linode fa-lg" style="color: rgb(103, 7, 124);"> </span> ATL Activity 5 (Research skills) - Wage differentials in Hollywood</span></span></h5><p><span style="font-family:arial,helvetica,sans-serif;">Investigate the wage differentials between the world’s top earning male and female actors and actresses. A good starting point is the annual top 10 list from <a href="http://www.forbes.com">Forbes magazine</a>. What evidence of wage differentials are apparent?</span></p><p><span style="font-family:arial,helvetica,sans-serif;"><img alt="" src="../../../ib/businessmanagement/images/hollywood.png" style="width: 260px; height: 99px;"></span></p><section class="tib-hiddenbox"><p><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">Based on 2022 figures, <strong>Sofia Vergara</strong> was the top paid female actor, earning <strong>$43.8 million</strong>, whereas <strong>Dwayne Johnson</strong> topped the list for male actors with earnings of<strong> $87.5m</strong> (a difference of <strong>99.77%</strong>). Back in 2019, the world’s top 10 earning female actors had combined earnings of $314.6m, whereas the top 10 male actors had a much larger combined earnings total of $588.3m (a difference of <strong>87%</strong>).</span></span></p><p><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">Discuss the economic costs of gender discrimination. Can it ever be "right" to pay someone less simply because of their gender? Make sure you relate these discussions back to the internal and external factors that influence human resource planning in business organizations.</span></span></p><p><span style="color:#FF0000;">You can take this one step further and consider the (lack of) ethics of wage differentials (using <a href="../43631/ethics.html" title="New syllabus 2022 » The 4 key concepts » Ethics">ethics</a> as a conceptual lens).</span></p></section></div><div class="blueBg"><h5><span style="font-family:arial,helvetica,sans-serif;"><span style="color:#FF0000;"><span class="snippet-fa fa fa-cogs fa-lg" style="color: rgb(103, 7, 124);"> </span> Theory of Knowledge (TOK)</span></span></h5><p><span style="font-family:arial,helvetica,sans-serif;">Can positive discrimination based on gender ever be truly justified?</span></p><section class="tib-teacher-only" readonly="true" title="This box is not visible to students"><div class="header" readonly="true"><img class="icon" src="../../../thinkib/icons/teacher-only.svg"> Teacher only box</div><div class="content" readonly="false"><p><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">Teacher prompts for discussions:</span></span></p><ul class="branded"><li><p><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">Ask your student(s) to discuss and reflect on the extent to which their view depends on their own gender?</span></span></p></li><li><p><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">Does the view also depend on whether they have female relatives, such as sisters, cousins, grandmothers and aunts?</span></span></p></li><li><p><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">What are the economic costs of hiring women (including possible costs for maternity leave)?</span></span></p></li><li><p><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">In certain organizations, such as single-sex schools, is there more of a justification for hiring more female/male employees? For example, how acceptable is it to hire a male principal for a girls' school?</span></span></p></li><li><p><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">To what extent does ignorance (such as a lack of understanding of different cultures and historical backgrounds) influence our views of perceived gender inequalities in different countries?</span></span></p></li></ul></div></section></div><hr class="hidden"><h5><span style="font-family:arial,helvetica,sans-serif;">2. Change in labour mobility</span></h5><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Labour mobility </strong>measures the extent to which workers have the ability and willingness to move between geographical locations and/or occupations for their employment. Increasing and maintaining labour mobility ensures a more efficient allocation of human resources.</span></p><p><span style="font-family:arial,helvetica,sans-serif;">There are two types of labour mobility: occupational mobility and geographical mobility.</span></p><p><strong><span style="font-family:arial,helvetica,sans-serif;">(i) Occupational mobility</span></strong></p><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Occupational mobility</strong> refers to the ability and willingness of employees to do another job or pursue a different career. Occupational mobility can be improved if employees have the necessary qualifications, experience and skills to move from one job to another. Occupational immobility occurs due to impediments such as rules and regulations.</span></p><p><span style="font-family:arial,helvetica,sans-serif;">All professional careers have their own standards, such as education requirements and training. For example, the supply of doctors, accountants, and lawyers is very limited due to the specialized training and licensing requirements in order to work in these professions. Teachers need a Post-graduate Diploma in Education (PGDE), degree in education, or other similar qualification in order to work in schools.</span></p><p><span style="font-family:arial,helvetica,sans-serif;"><img alt="" height="193" src="../../../ib/businessmanagement/images/teachers.jpg" width="300"></span></p><p><span style="color:#696969;"><span style="font-family:arial,helvetica,sans-serif;"><em>School teachers need a PGDE (or similar) qualification</em></span></span></p><hr class="hidden"><p><strong><span style="font-family:arial,helvetica,sans-serif;">(ii) Geographical mobility </span></strong></p><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Geographical mobility </strong>refers to the ability and willingness of employees to relocate to another location or country for work reasons. Some jobs require their employees to travel long distances for work purposes, such as delivery truck (lorry) drivers, pilots, and sales executives.</span></p><p><span style="font-family:arial,helvetica,sans-serif;"></span><span style="font-family:arial,helvetica,sans-serif;">Geographical immobility occurs due to the unwillingness of workers to move to another area. Such impediments to geographical mobility include: family ties to a geographic location, relocation costs, lower wages and salaries, fewer benefits, higher property prices, or higher costs of living in the new location.</span></p><p><img alt="" src="../../../ib/businessmanagement/images/2-hrm/truck-driver.jpg" style="width: 300px; height: 200px;"></p><p><span style="color:#696969;"><span style="font-family:arial,helvetica,sans-serif;"><em>Long-distance truck drivers need to be geographically mobile</em></span></span></p><p><span style="font-family:arial,helvetica,sans-serif;">The international mobility of labour is even more challenging to achieve. To attract people to work in overseas locations, businesses tend to have to offer highly attractive remuneration packages. For example, many international schools offer perks (such as flights, educational allowance, housing allowance, health care, and end-of-contract bonuses) as an incentive for the teachers they want to hire to relocate overseas.</span></p><p><span style="font-family:arial,helvetica,sans-serif;">Labour mobility can be improved by offering workers improved pay and benefits. Workers can improve their own labour mobility by partaking in training and development programmes. However, this can be expensive for the business, of course.</span></p><p><span style="font-family:arial,helvetica,sans-serif;">Labour mobility is important for organizations and economies. In general, greater labour mobility means that workers are able to find better paying jobs in order to improve people’s standards of living. Businesses also benefit because labour productivity should improve as a result of improved morale and motivation.</span></p><hr class="hidden"><h5><span style="font-family:arial,helvetica,sans-serif;">3. Immigration</span></h5><p><img alt="" src="../../../ib/businessmanagement/images/2-hrm/passports.jpg" style="width: 300px; height: 201px;"></p><p><strong>Migrant workers</strong> are people who move to other locations or countries in search of job opportunities. For example, many people from rural areas move to the cities in search of employment opportunities as well as better-paid jobs.</p><p>On an international scale, the United Nations defines a migrant worker as someone who <em>“is engaged or has been engaged in a remunerated activity in a State of which he or she is not a national”.</em></p><p>In an increasingly globalized world, it is not uncommon for citizens of one country to temporarily work in another country. These citizens, known as "expatriates", may be attracted by higher salaries or favourable working conditions in overseas countries. For these citizens to be considered expatriates (or expats), there is the assumption that they will return “home” after a period of time. An example is teachers working overseas in international schools. A significant number of IB World Schools hire expatriate teachers. Another example is the 400,000+ foreign domestic helpers who work in Hong Kong Special Administrative Region of the People's Republic of China (HKSAR), representing more than 5% of the population of economy. Most of these foreign workers come from the Philippines, Indonesia, and Thailand.</p><p>The influx of migrant workers from overseas can provide many business opportunities, such as:</p><ul class="branded"><li><p>Easing of skills shortages - Hiring skilled migrants has two advantages to a business. First, they take on the jobs that cannot be filled by domestic workers, perhaps due to a lack of willingness or skills (ability). Secondly, since a skills shortage is prevented, the pool of migrant workers helps to keep wage costs down.</p></li><li><p>Flexible work structures - Businesses are able to open for longer hours due to workforce flexibility. Migrants add to the supply of staff willing to work part-time or shift work. This is good news for businesses which have outlets that open 24-hours a day, such as 7-Eleven convenience stores, bars, petrol (gasoline) stations, and hotels.</p></li><li><p>Marketing opportunities - Migrant workers are likely to have different habits and tastes from the mass population. This can provide niche marketing opportunities, such as the provision of cultural goods and services. Examples are as varied as Polish beer being sold in Britain, to Malaysian spicy noodles in Finland, or Chinese 'dim sum' cuisine in Denmark.</p></li><li><p>Personnel opportunities - The supply of migrant workers allows a business to employ a more flexible and dynamic workforce. They may bring new ideas, experiences and ways of thinking. Skilled migrants can pose a threat to less-skilled workers in the country. This form of competition can raise the standard of skills in an economy as domestic workers update their skills to retain their own jobs.</p></li><li><p>Net social benefits - The majority of migrants are of working age. This means they are likely to pay income tax (good news for the government and the general public). It also means that they have income to spend on goods and services (good news for marketers).</p></li></ul><p>Studies have consistently shown that migrant workers contribute net benefits to an economy. Not only do they raise tax revenues for the government and provide marketing opportunities, they also contribute to the economic prosperity of the country.</p><p>Recruiting migrant workers (and part-time staff) can certainly help businesses to meet their short term human resource needs, such as during peak trading times of the year. Businesses also gain if they can hire experienced and highly qualified migrant professionals (sometimes referred to as expatriates, or ‘expats’) on a permanent basis. However, many migrants lack the necessary skills and qualifications needed to secure high-paying jobs, so often end up working in low-waged occupations.</p><p>The migration of workers has intensified due to globalization, such as the continual expansion of <a href="../44046/16-multinational-companies.html" title="New syllabus 2022 » Unit 1 - Introduction to Business Management » 1.6 Multinational companies">multinational companies</a> around the world, and the development of trading blocs such as the European Union (thereby easing the geographical mobility of labour between countries).</p><div class="yellowBg"><h5><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-question-circle-o fa-lg" style="color: rgb(61, 30, 128);"> </span> International Migrants Day - Famous Entrepreneurs Quiz</span></span></h5><p><img alt="" src="../../../ib/businessmanagement/images/people-leaders/steve_jobs_presents_iphone.jpg" style="width: 300px; height: 201px;"></p><p>In an ever-more integrated and interdependent world, along with advances in telecommunications and transportation, the number of people who have the desire and the capacity to move to other places for work has increased exponentially. Migrant workers, include expatriates, take risks in moving overseas in search of better opportunities, to overcome adversity, and to live a better life.</p><p>In recognition of <strong>International Migrants Day </strong>(18<sup>th</sup> December), have a go at the quick quiz about some famous immigrant entrepreneurs who made a real impact on the business world and beyond. International Migrants Day was established by the United Nations in December 2000, after having acknowledged the large and increasing number of migrants across the world.</p><table border="1" cellpadding="0" cellspacing="0"><tbody><tr><td style="width:47px;"><p align="center"><strong>No.</strong></p></td><td style="width:435px;"><p><strong>Clues</strong></p></td><td style="width:160px;"><p><strong>Entrepreneur</strong></p></td></tr><tr><td style="width:47px;"><p align="center">1.</p></td><td style="width:435px;"><p>An immigrant from Germany who settled in San Francisco, USA, who made jeans (denim) popular since the 1870s.</p></td><td style="width:160px;"><section class="tib-hiddenbox"><strong>Levi Strauss</strong></section></td></tr><tr><td style="width:47px;"><p align="center">2.</p></td><td style="width:435px;"><p>Born in 1950 in Athens, Greece, this entrepreneur established The Huffington Post, with its HQ in New York City.</p></td><td style="width:160px;"><section class="tib-hiddenbox"><strong>Arianna Huffington</strong></section></td></tr><tr><td style="width:47px;"><p align="center">3.</p></td><td style="width:435px;"><p>Born in 1971 in South Africa, this entrepreneur migrated to Canada and then the USA before becoming the world’s richest man in 2021 as well as buying Twitter for $44 billion in 2022.</p></td><td style="width:160px;"><section class="tib-hiddenbox"><strong>Elon Musk</strong></section></td></tr><tr><td style="width:47px;"><p align="center">4.</p></td><td style="width:435px;"><p>This Ukrainian entrepreneur settled in the USA as a computer programmer and founded WhatsApp, which was later sold for $19 billion to Facebook.</p></td><td style="width:160px;"><section class="tib-hiddenbox"><strong>Jan Koum</strong></section></td></tr><tr><td style="width:47px;"><p align="center">5.</p></td><td style="width:435px;"><p>True to his global brand name, this British entrepreneur resides in the British <em>Virgin</em> Islands, having given up his British residency in 2013.</p></td><td style="width:160px;"><section class="tib-hiddenbox"><strong>Richard Branson</strong></section></td></tr><tr><td style="width:47px;"><p align="center">6.</p></td><td style="width:435px;"><p>Born in Taiwan but raised in San Jose, California, USA, this entrepreneur went on to co-found Yahoo!</p></td><td style="width:160px;"><section class="tib-hiddenbox"><strong>Jerry Wang</strong></section></td></tr><tr><td style="width:47px;"><p align="center">7.</p></td><td style="width:435px;"><p>Google’s co-founder was born in Moscow, Russia, and migrated to the USA aged 6 in order to escape anti-Semitism.</p></td><td style="width:160px;"><section class="tib-hiddenbox"><strong>Sergey Brin</strong></section></td></tr><tr><td style="width:47px;"><p align="center">8.</p></td><td style="width:435px;"><p>Born in Chicago, USA, the founder of the world’s largest entertainment company, and the world’s most famous mouse, was the son of parents from Canada and Ireland, with German and English ancestry.</p></td><td style="width:160px;"><section class="tib-hiddenbox"><strong>Walt Disney</strong></section></td></tr><tr><td style="width:47px;"><p align="center">9.</p></td><td style="width:435px;"><p>Facebook and Meta’s founder and CEO was born in New York, but his great-grandparents were Jewish emigrants from Austria, Germany, and Poland.</p></td><td style="width:160px;"><section class="tib-hiddenbox"><strong>Mark Zuckerberg</strong></section></td></tr><tr><td style="width:47px;"><p align="center">10.</p></td><td style="width:435px;"><p>Born in San Francisco in 1955, this entrepreneur’s father was a Syrian migrant and mother was a German-American, although they had to give him up for adoption, yet he went on to co-found Apple Inc.</p></td><td style="width:160px;"><section class="tib-hiddenbox"><strong>Steve Jobs</strong></section></td></tr></tbody></table><section class="tib-teacher-only" readonly="true" title="This box is not visible to students"><div class="header" readonly="true"><img class="icon" src="../../../thinkib/icons/teacher-only.svg"> Teacher only box</div><div class="content" readonly="false"><p>Teachers can download a PDF copy of this quiz to use with students in class by clicking the link <a href="../../../media/ib/businessmanagement/files/2-hrm/2.1-migrant-workers-day-quiz-(18th-december).pdf.html">here</a>.</p></div></section></div><hr class="hidden"><h5><span style="font-family:arial,helvetica,sans-serif;">4. Flexi-time</span></h5><p><img alt="" height="205" src="../../../ib/businessmanagement/images/telework.jpg" width="300"></p><p><strong>Flexi-time </strong>is a form of flexible work practice that enables employees to work a set number of core hours per week, often at the office during peak periods of the day and/or week. The employees then have the flexibility to choose when they work during the rest of the week; so long as their work gets completed.</p><p>Many organizations encourage their employees to maintain a work-life balance. The belief is that supporting the well-being of the workforce has direct benefits to the employer in the long run. To do this, a commonly used human resource strategy is to allow employees to adopt a variable work schedule so they can have greater control over when they begin and end work.</p><p>Professor Charles Handy first discussed flexible working practises in his <a href="../25102/changes-in-organizational-structures.html" title="Unit 2 » 2.2 Organizational structure » Changes in organizational structures">Shamrock organization</a> model. Handy suggested that modern organizations would increasingly consist of three elements: core workers, contracted specialists and a flexible workforce (which includes flexitime and part-time staff). As predicted by Handy, the growth in flexitime and part-time employment have reduced the numbers of full-time workers in some professions, such as the retail and fast food industries.</p><p>Flexitime empowers workers as they have the autonomy to complete their work in their own time, when it best suits them. It also creates flexibility in their personal schedule, allowing parents to raise their young children, for example. Hence, flexitime can help to improve morale and labour productivity.</p><p><img alt="" src="../../../ib/businessmanagement/images/teleworker(2).jpg" style="width: 320px; height: 174px;"></p><p><span style="color:#696969;"><em>Flexitime enables parents to have a job while raising young children</em></span></p><p>However, flexitime suffers from similar disadvantages to teleworking, such as the potential lack of accountability and productivity. There are also costs implications if managers have to check and approve the hours flexitime staff claim to have worked.</p><p>Flexitime is not a new concept, but has been an increasingly common practice, allowing people to have greater work-life balance, especially for those with young children. Watch this intriguing lecture by Dr. Heejung Chung, Senior Lecturer from the University of Kent, who discusses this topic in great depth but in a very succinct way.</p><p><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/xWTBCsLmsOg" width="640"></iframe></p><section class="tib-hiddenbox"><p><span style="color:#FF0000;"><span class="style-scope yt-formatted-string" dir="auto">In this 10-minute video, filmed in 2015, Dr. Heejung Chung explores the benefits of flexible working and the potential negative effects it can have for workers, especially in the context of increased competition, high unemployment and the decline of worker and union power. The way people work has changed considerably in recent years - and certainly on a global scale during the worldwide coronavirus pandemic in 2019 - 2020, with an increasing number of people gaining access to flexible working and more control over their work schedules.</span></span></p><p><span style="color:#FF0000;"><span class="style-scope yt-formatted-string" dir="auto">Whist watching this video, encourage students to consider the extent to which flexibility given employees (in terms of more freedom and autonomy) really benefits them in reality based on the information / data presented by <span class="style-scope yt-formatted-string" dir="auto">Dr. Heejung Chung.</span></span></span></p></section><h5><span style="font-family:arial,helvetica,sans-serif;"></span></h5><p>Click the icon below to read about part-time employment as a common feature of flexi-time and HR planning.</p><section class="tib-hiddenbox"><p>Although not specifically mentioned in the IB Business Management syllabus, part-time work is a major example of how work patterns, practices, and preferences change, and therefore how they affect human resource planning. Part-time employment refers to anyone hired for fewer hours per week than those contracted to work full-time at the organization. Part-time workers usually do shift work (certain contracted hours during the week) but are often on standby to work extra hours during peak trading periods or when needed to cover full-time staff (e.g. due to being sick, attending an off-the-job training course or on leave for authorised reasons, such as their annual holiday).</p><p>Part-time work is suitable for many people, such as university students or working parents. They also create huge flexibility for organizations. For example, supermarkets and fast food restaurants can open for much longer hours. Part-time workers are also cheaper to hire (and fire) than full-time workers, as the former do not also qualify for employment benefits (both financial and non-financial perks of a particular job).</p><p><img alt="" src="../../../ib/businessmanagement/images/coffee-shop.jpg" style="width: 320px; height: 174px;"></p><p><span style="color:#696969;"><em>Retailers such as coffee shops benefit from hiring part-time staff</em></span></p></section><div class="yellowBg"><h5><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-linode fa-lg" style="color: rgb(103, 7, 124);"> </span> ATL Activity 6 (Thinking skills) - Is Working From Home (WFH) the new flexi-time?</span></span></h5><p>The COVID-19 pandemic accelerated a shift towards working from home (or remote working). This could affect not just people’s working lives, but the shape of cities, gender equality, and even how we measure work hours and time. Watch this video from <em>The Economist </em>that discusses these points and whether working from home is now the new form of flexi-time.</p><p><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/MxDVucUZCnc" width="640"></iframe></p><p>Watch and above video answer the questions below:</p><ol><li><p>What are the main impacts that remote working / teleworking have on businesses in the future?</p></li><li><p>What are the HR planning implications from the impacts you identified in Question 1?</p></li></ol><section class="tib-hiddenbox"><p><span style="color:#FF0000;">The impacts of working from home (remote working) on firms and their implications on human resources include:</span></p><ul class="branded"><li><p><span style="color:#FF0000;">Offices will become smaller as they are expensive to rent and run. This can help to improve operation efficiency too. This implies investment in electronic information communication technologies (ICT) will have to be prioritized over paying for office space and rent.</span></p></li><li><p><span style="color:#FF0000;">Working hours will become more flexible instead of the traditional "9 to 5" approach. The HR division will need to consider the impacts of this on employee welfare, such as work-life harmony, collaborative times between colleagues and how to measure labour productivity.</span></p></li><li><p><span style="color:#FF0000;">Businesses that support knowledge jobs in the quaternary sector (such as doctors, lawyers, barristers and yoga teachers) will be made obsolete in traditional cities as these knowledge job workers can work remotely - from almost anywhere so long as they have access to Internet technologies. This implies that the human resources for firms that support knowledge jobs may need to consider moving operations to suburban locations. This could provide further financial savings to small firms as suburban locations often have less expensive rental costs.</span></p></li><li><p><span style="color:#FF0000;">Face-to-face roles are often performed by women, so they are more likely to be made redundant. The HR department of business will therefore need to consider the impacts of this by planning for redundancies.</span></p></li><li><p><span style="color:#FF0000;">Office spaces will be here to stay (according to the video), but their main function will be to act as a place to connect, network and collaborate creatively. The HR department will have to increasingly focus on ensuring this occurs and that a corporate culture can be established as connection, networking, collaboration and creative thinking (and perhaps productivity) are all hampered by remote working.</span></p></li></ul></section></div><div class="greenBg"><h5><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-file-text-o fa-lg" style="color: rgb(103, 7, 124);"> </span> Case Study 3 - Distractions to avoid from working from home (WFH)</span></span></h5><p><img alt="" src="../../../ib/businessmanagement/images/work-from-home.jpg" style="width: 360px; height: 225px;"></p><p>Market research from the US during the coronavirus pandemic of 2020 showed that there were both positive and negative consequences of more people working from home than at any other time in recorded history. More than half of the US labour force worked from home (WFH) at some point during the pandemic to cope with lockdown restrictions and to avoid potential exposure to the virus. Despite the benefits of working from home (such as being able to avoid the need to commute to the office), the survey showed major distractions to worker productivity. These distractions at home included:</p><ul class="branded"><li><p>Social media networks, such as Facebook, Instagram, Twitter, and WhatsApp.</p></li><li><p>Personal use of smartphones</p></li><li><p>Binge watching television programmes and streaming services such as Netflix</p></li><li><p>Attending to children at home</p></li><li><p>Gaming</p></li><li><p>News media</p></li><li><p>Playing with pets</p></li><li><p>Housekeeping</p></li><li><p>Snacking</p></li><li><p>Exercises</p></li><li><p>Partner, and</p></li><li><p>Online shopping for groceries and other essentials.</p></li></ul><p>Many people reported 'multi-tasking' due to the distractions, alongside their professional work.</p><p>The market research also found major drawbacks of working from home. These included:</p><ul class="branded"><li><p>Lack of social interactions</p></li><li><p>Lack of distinction between home and work life</p></li><li><p>Poor eating habits</p></li><li><p>Loss of self-discipline</p></li><li><p>Lack of technical support (IT and online security issues)</p></li><li><p>Longer work hours</p></li><li><p>Frequent video calls (on Zoom, Google Meet, MS Teams, Skype etc.)</p></li></ul><p><span style="color:#696969;">Source: https://www.dailyinfographic.com/distractions-to-avoid</span></p><p><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/2GlIT33NEpg" title="YouTube video player" width="640"></iframe></p><p>This short video discusses the distractions and challenges of a changing world of work. Whilst technology has enabled people to work from home, studies have shown that we can be incredibly disengaged and unproductive, such as the endless checking of email communications. The video also mentions forecasts of up to 50% of the jobs in the USA being at risk of automation in the next two decades.</p><p>However, digital technologies will also continue to ensure new companies are created to add greater value for customers. In any case, mangers and decision makers need to be aware of such changes and what these could mean for the future of world of work.</p></div><hr class="hidden"><h5><span style="font-family:arial,helvetica,sans-serif;">5. The gig economy</span></h5><p><img alt="" src="../../../ib/businessmanagement/images/2-hrm/gig-economy.jpg" style="width: 300px; height: 200px;"></p><p><span style="color:#696969;"><em>Gig workers are paid per job, instead of per hour</em></span></p><p>The<strong> gig economy</strong> (sometimes referred to as the <strong>on-demand econom</strong>y) refers to labour markets in which workers are given short-term or one-off contracts, such as freelance work, rather than long-term or permanent jobs. <strong>Gig workers </strong>(sometime referred to as <strong>platform workers</strong>) are on-call, independent contractors who enter into formal agreements with on-demand businesses to provide certain services to the firm's customers. This is usually done through an online platform or mobile app. Gig workers are paid for each individual job (or "gig") they do, instead of traditional payment methods such as wages per hour or salaries per month. Essentially, workers in the gig economy are more like entrepreneurs (self-employed) than traditional employees of a business.</p><p><span class="snippet-fa fa fa-youtube fa-lg" style="color: rgb(202, 72, 26);"> </span> Watch this short introductory video that explains what a gig economy is.</p><p><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/AcCBqn2bjdc" title="YouTube video player" width="640"></iframe></p><p>The gig economy is a growing sector in many parts of the world. For example, in 2021, a report by the McKinsey Global Institute (MGI) suggested that more than 5 million people in the UK worked in the gig economy (around 15.6% of the total full and part-time workforce in the country). Examples of gig workers include:</p><div class="row-fluid"><div class="span6 col-left"><div><ul class="branded"><li><p>Accountants</p></li><li><p>Babysitting and child minding services</p></li><li><p>Cleaners</p></li><li><p>Couriers / drivers (e.g., DPD, DHL, FedEx)</p></li><li><p>Food delivery (e.g., Uber Eats, Deliveroo)</p></li><li><p>Gardeners and landscapers</p></li><li><p>Management consultants</p></li><li><p>Massage therapists</p></li><li><p>Mechanics (car repairs and maintenance)</p></li></ul></div></div><div class="span6"><div><ul class="branded"><li><p>Painters and decorators</p></li><li><p>Personal shopper</p></li><li><p>Pet carers, such as dog walkers</p></li><li><p>Photographers</p></li><li><p>Plumbers</p></li><li><p>Translation services</p></li><li><p>Taxi drivers (e.g., Uber, Bolt, Lyft)</p></li><li><p>Tutors</p></li><li><p>Website designers</p></li></ul></div></div></div><hr class="hidden"><p>The gig economy has huge implications for workforce planning as businesses require people for flexible jobs by paying independent contractors and freelance worker instead of full-time employees. In the modern digital world, the gig economy is increasingly common, especially with more people choosing to work remotely or from home. This trend was accelerated across the wprld following national lockdowns and safety measures introduced during the global coronavirus pandemic. Businesses will need to plan for changes to the world of work, including the gig economy, when the COVID-19 pandemic eventually ends.</p><h5><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-check-square fa-lg" style="color: rgb(103, 7, 124);"> </span> Advantages of the gig economy</span></h5><ul class="branded"><li><p>Workers enjoy freedom and flexibility as they can choose which jobs they want, as well as when and how long to work for. This is ideal for people who prefer part-time employment.</p></li><li><p>There is the potential to earn a significant amount of income as gig workers often work for multiple businesses on a job-by-job basis.</p></li><li><p>The flexibility also enables some people to have a better work-life balance, such as working parents of young children.</p></li><li><p>Businesses can gain from reduced costs of production as they do not need to hire so many full-time workers (along with the pay and benefits associated with full-time employment) and office space.</p></li><li><p>The lower costs of production for businesses mean they can provide more price-competitive goods and services to customers.</p></li></ul><h5><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-times-circle-o fa-lg" style="color: rgb(103, 7, 124);"> </span> Disadvantages of the gig economy</span></h5><ul class="branded"><li><p>A gig economy reduces the need for full-time workers in the traditional economy, possibly limiting people's potential for career development.</p></li><li><p>Gig workers do not have fixed employment contracts, so may lack job security and a stable income. This could mean that without sufficient jobs/projects, gig workers are not guaranteed to earn even the national minimum wage. There is also pressure for gig workers to continually look for the next job especially as competition for gigs has increased.</p></li><li><p>As self-employed people, gig workers have set-up costs of their own, such as the need to purchase their own bicyles or motor vehicles for delivery-related services.</p></li><li><p>The lack of a full-time employment contract also means gig workers may miss out on employee rights and benefits, such as paid sick leave, holiday pay, redundancy pay, and maternity leave. They also often miss out on the social aspects of traditional work with colleagues, managers, and customers .</p></li><li><p>Workers and customers who are not tech-savvy or who do not use online services, such as mobile apps, may be left out despite the potential benefits of the gig economy.</p></li></ul><div class="yellowBg"><h5><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-check-square-o fa-lg" style="color: rgb(103, 7, 124);"> </span> Key concept - Ethics</span></span></h5><p>This 8-minute video exams whether the gig economy really provides flexible freedoms for workers or whether it is modern slavery. There are lots of ethical questions that are raised in the video.</p><p>Consider whether you feel, overall, that businesses gain more than workers in the gig economy. Be prepared to justify your answer.</p><p><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/1yH96FO0ZUM" title="YouTube video player" width="640"></iframe></p></div><div class="yellowBg"><h5><span class="snippet-fa fa fa-lightbulb-o fa-lg" style="color: rgb(103, 7, 124);"> </span> <span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">Top tip!</span></span></h5><p>It is important to use Business Management jargon correctly. Those who work in the gig economy are not classified as employees, but as contractors. Therefore, it is incorrect to refer to them as "gig employees" or "employees in the gig economy". Instead, use the phrase "gig workers" or "contractors in the gig economy".</p></div><div class="yellowBg"><h5><span style="font-family:arial,helvetica,sans-serif;"><span style="color:#FF0000;"><span class="snippet-fa fa fa-linode fa-lg" style="color: rgb(103, 7, 124);"> </span> ATL Activity 7 (Research skills) - The coronavirus pandemic and HR planning</span></span></h5><p>Recommended time: <strong>1 hour</strong> (or set as a Home Learning task)</p><p><img alt="" src="../../../ib/businessmanagement/images/telework.jpg" style="width: 320px; height: 219px;"></p><p>For any organization or profession/industry of your choice, investigate how the coronavirus outbreak (COVID-19) has influenced its human resource planning. This could include aspects of recruitment, redundancies, redeployment, as well as working patterns, practices, and preferences to change. Also consider how the global pandemic has affected both employers and employees of the profession (or industry).</p><section class="tib-hiddenbox"><p><span style="color:#FF0000;">One way to tackle this investigation is for students to interview their parents, a relative, or a teacher to get their perspectives on how the coronavirus pandemic caused havoc / disruptions or perhaps created opportunities for their working patterns, practices, and preferences in the context of human resource planning.</span></p><p><span style="color:#FF0000;">Some examples of responses might include discussions about:</span></p><ul class="branded"><li><p><span style="color:#FF0000;">Working from home / Teleworking</span></p></li><li><p><span style="color:#FF0000;">Being furloughed</span></p></li><li><p><span style="color:#FF0000;">Being made redundant / unemployed</span></p></li><li><p><span style="color:#FF0000;">Having employment contracts changed from full-time to part-time work</span></p></li><li><p><span style="color:#FF0000;">Retraining to secure jobs in other professions / industries.</span></p></li></ul><p><span style="color:#FF0000;">The impacts could be discussed from both social and economic perspectives, such as the burdens of being made redundant during the worst economic recession in living memory.</span></p><p><span style="color:#FF0000;">Students could also be encouraged to frame their responses by incorporating the key concepts of <a href="../43633/creativity.html" title="New syllabus 2022 » The 4 key concepts » Creativity">Creativity</a>, <a href="../43631/ethics.html" title="New syllabus 2022 » The 4 key concepts » Ethics">Ethics</a>, <a href="../43435/sustainability.html" title="New syllabus 2022 » The 4 key concepts » Sustainability">Sustainability</a>, and <a href="../43668/change.html" title="New syllabus 2022 » The 4 key concepts » Change">Change</a>.</span></p></section></div><div class="yellowBg"><h5><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-check-square-o fa-lg" style="color: rgb(61, 30, 128);"> </span> Key concept - Ethics</span></span></h5><p>Discuss how ethical considerations may influence human resource planning in business organizations.</p><section class="tib-teacher-only" readonly="true" title="This box is not visible to students"><div class="header" readonly="true"><img class="icon" src="../../../thinkib/icons/teacher-only.svg"> Teacher only box</div><div class="content" readonly="false"><p><span style="color:#FF0000;">Possible discussion points could include:</span></p><ul class="branded"><li><p><span style="color:#FF0000;">The use of part time and flexitime workers has raised some concerns about employers who take advantage of these employees yet gain from having lower operational costs.</span></p></li><li><p><span style="color:#FF0000;">The unethical treatment of people in the workplace has huge consequences, e.g., lower staff morale, negative corporate image and costs of possible lawsuits.</span></p></li><li><p><span style="color:#FF0000;">Unethical business practices of some offshored firms, such as the use of child labour, mean that more businesses are choosing to re-shore their operations.</span></p></li></ul></div></section></div><div class="yellowBg"><h5><span style="font-family:arial,helvetica,sans-serif;"><span style="color:#FF0000;"><span class="snippet-fa fa fa-cogs fa-lg" style="color: rgb(103, 7, 124);"> </span> Top tip!</span></span></h5><p><span style="font-family:arial,helvetica,sans-serif;">In addition to the five external factors mentioned in the syllabus (demographic changes, changes in labour mobility, immigration, flexi-time, and gig economy), all businesses must also operate within the parameters of the law. Human resource planning needs to consider the employment laws of the country, including equal opportunities <span style="font-family:arial,helvetica,sans-serif;">legislation</span>, minimum wage legislation, and laws about the storage of employee data and personal records.</span></p></div><div class="yellowBg"><h5><span class="snippet-fa fa fa-briefcase fa-lg" style="color: rgb(103, 7, 124);"> </span> <span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">Business Management Toolkit - STEEPLE analysis</span></span></h5><p>Discuss how changes in the external environment can influence human resource planning.</p><p>You may want to refer to <a href="../44027/bmt-3-steeple-analysis.html" title="New syllabus 2022 » Business Management Toolkit (BMT) » BMT 3 - STEEPLE analysis">STEEPLE analysis</a> prior to answering this question.</p></div><div class="yellowBg"><p><span class="snippet-fa fa fa-briefcase fa-lg" style="color: rgb(103, 7, 124);"> </span> <strong><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;">Business Management Toolkit - Descriptive statistics</span></span></strong></p><p><span style="font-family:arial,helvetica,sans-serif;">In order to plan its human resource needs, organizations use a range of supporting data and measures, including:</span></p><div class="row-fluid"><div class="span6 col-left"><div><ul class="branded"><li><p><span style="font-family:arial,helvetica,sans-serif;">Annual labour turnover figures</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Absenteeism records</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Labour productivity data</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Demographic data and trends from government sources</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">The state of the economy</span></p></li></ul></div></div><div class="span6"><div><ul class="branded"><li><p><span style="font-family:arial,helvetica,sans-serif;">Organizational goals</span></p></li><li><p>Sales forecasts</p></li><li><p>Growth of the business organization (see chart below for Amazon)</p></li><li><p><span style="font-family:arial,helvetica,sans-serif;">Management knowledge and experience</span></p></li></ul></div></div></div><hr class="hidden"><p><a href="https://www.statista.com/chart/7581/amazons-global-workforce/" title="Infographic: The Staggering Growth of Amazon's Workforce | Statista"><img alt="Infographic: The Staggering Growth of Amazon's Workforce | Statista" height="auto" src="../../../Infographic/images/normal/7581.jpeg" style="width: 100%; height: auto !important; max-width:960px;-ms-interpolation-mode: bicubic;" width="100%"></a></p><p><span style="color:#696969;">Source: </span><a href="https://www.statista.com/chartoftheday/"><span style="color:#696969;">Statista</span></a><span style="color:#696969;"> </span></p><p>Discuss how descriptive statistics can assist managers with their human resource planning. You will find it useful to refer to <a href="../42362/bmt-7-descriptive-statistics.html" title="New syllabus (first teaching 2022) » Business Management Toolkit (BMT) » BMT 7 - Descriptive Statistics">Descriptive statistics</a> before answering this question.</p></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-purple panel-expandable"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p><strong>Exam Practice Questions</strong></p></div></div><div class="panel-body"><div class="greenBg"><h5><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-pencil-square-o fa-lg" style="color: rgb(61, 30, 128);"> </span> Exam Practice Question 1 - Recruitment at Marks & Spencer</span></span></h5><p>Marks & Spencer Group PLC (M&S) is a British multinational company founded by Michael Marks and Thomas Spencer in 1884, in Leeds. Today, the company sells a large range of goods such as food and beverages, clothing, home goods, and floristry products. M&S also provides customer services related to its products (such as after-sales customer services), cashless self-checkouts, as well as operating its own bank.</p><p>According to its <a href="https://corporate.marksandspencer.com/investors/key-facts">corporate website</a>, M&S has 1,519 stores across the globe, including franchised outlets. The company operates in 62 international markets, employing over 78,000 people worldwide. According to its annual report, M&S generated £10.2 billion ($14.2 bn) in worldwide sales revenue during 2020.</p><p>Like most retailers, M&S suffered from the COVID-19 pandemic from 2019. Business closures, national lockdowns, and a global recession due to the prolonged crisis, meant the company needed to invest more in the use of e-commerce and online shopping. Although M&S already had an e-commerce platform prior to 2020, the sudden and significant increase in demand created new business opportunities for the company.</p><table border="1" cellpadding="0" cellspacing="0"><tbody><tr><td style="width:56px;"><p>(a)</p></td><td style="width:501px;"><p>Define the term <em>multinational company.</em></p></td><td style="width:84px;"><p><em>[2 marks]</em></p></td></tr><tr><td style="width:56px;"><p>(b)</p></td><td style="width:501px;"><p>In the context of M&S, outline the meaning of the recruitment and selection process.</p></td><td style="width:84px;"><p><em>[2 marks]</em></p></td></tr><tr><td style="width:56px;"><p>(c)</p></td><td style="width:501px;"><p>Explain <strong>two </strong>reasons why M&S may need to recruit new workers.</p></td><td style="width:84px;"><p><em>[4 marks]</em></p></td></tr><tr><td style="width:56px;">(d)</td><td style="width:501px;">Explain how improvements in technology can impact human resource planning at M&S.</td><td style="width:84px;"><br><em>[4 marks]</em></td></tr></tbody></table><section class="tib-teacher-only" readonly="true" title="This box is not visible to students"><div class="header" readonly="true"><img class="icon" src="../../../thinkib/icons/teacher-only.svg"> Teacher only box</div><div class="content" readonly="false"><p><span style="color:#FF0000;"><strong>Answers</strong></span></p><p><strong>a. Define the term <em>multinational company. [2 marks]</em></strong></p><p><span style="color:#FF0000;">A multinational company (MNC) is a business that has operations in more than one country. As M&S has operations in 62 international markets and employs more than 78,000 workers in these markets, it is considered to be a MNC.</span></p><p><span style="color:#FF0000;">Award <em>[1 mark]</em> for a definition that shows some understanding of the term <em>multinational company</em>.</span></p><p><span style="color:#FF0000;">Award <em>[2 marks]</em> for a definition that shows good <span style="color:#FF0000;">understanding of the term <em>multinational company</em></span>, similar to the example above.</span></p><hr class="hidden"><p><strong>b. In the context of M&S, outline the meaning of the recruitment and selection process. <em>[2 marks]</em></strong></p><p><span style="color:#FF0000;">The recruitment and selection process refers to the different stages in which a business hires suitable workers to fulfil its human resource needs. By delivering each stage of the recruitment and selection process (such as shortlisting job applications, conducting interviews, and seeking references about the applicant's employment history), M&S is better able to attract and employ suitable workers.</span><span style="color:#FF0000;"></span></p><p><span style="color:#FF0000;">Award <em>[1 mark]</em> for an answer that shows some understanding of the demands of the question.</span></p><p><span style="color:#FF0000;">Award <em>[2 marks]</em> for an answer that shows good understanding of the demands of the question, clearly outlining the recruitment and selection process, similar to the example above.</span></p><hr class="hidden"><p><strong>c. Explain <u>two</u> reasons why M&S may need to recruit new workers. <em>[4 marks]</em></strong></p><p><span style="color:#FF0000;">Possible reasons could include an explanation of:</span></p><p><span style="color:#FF0000;"></span></p><ul class="branded"><li><p><span style="color:#FF0000;">Vacancies are created when existing M&S employees leave the company, perhaps to pursue new job opportunities, to tak a career break, to study full-time at university, or to retire.</span></p></li><li><p><span style="color:#FF0000;">Growth of the business, be it locally, nationally, and/or globally (M&S has 1,519 stores across the globe). M&S opening new branches or offices would mean a need for additional staff.</span></p></li><li><p><span style="color:#FF0000;">Changing job roles, e.g. internal promotions, such as a cashier being promoted to assistant supervisor, would create new openings in the company.</span></p></li><li><p><span style="color:#FF0000;">Systems change, e.g. due to the rise in e-commerce, M&S faces new/higher demand for specialist job roles, such as full stack engineers, technicians and software engineers. In other words, the company requires new and additional roles in order to maintain and to improve its overall online customer experience at M&S.</span></p></li><li><p><span style="color:#FF0000;">New vacancies may also be created due to new product development at M&S.</span></p></li><li><p><span style="color:#FF0000;">There could also be seasonal factors causing fluctuations in demand and leading to the requirement for temporary staff (such as during the busy Christmas trading period).</span></p></li></ul><p><span style="color:#FF0000;"><em>Mark as a 2 + 2</em></span></p><p><span style="color:#FF0000;">Award <em>[1 mark]</em> for a valid reason, and <em>[1 mark] </em>for explaining this in the context of M&S, up to the maximum of <em>[4 marks]</em>.</span></p><hr class="hidden"><p><strong>d. Explain how improvements in technology can impact human resource planning at M&S. <em>[4 marks]</em></strong></p><p><span style="color:#FF0000;">Improvements in technology can provide both advantages and disadvantages to M&S. For example, the increase in online shopping following the COVID-19 pandemic may require more employees to work in this division of the business. With a workforce of 78,000 people worldwide, M&S will need to rely on technology for effective human resource planning, such as databases of employee personal data, payment systems (for remunerating employees), and training (such as facilitating cashless self-checkouts) In contrast, M&S will more likely to rely on technology than human resources for its banking division, such as online banking facilities.</span></p><p><span style="color:#FF0000;">Award<em> [1 - 2 marks]</em> for an answer that shows some understanding of the demands of the question, but lacks clarity in areas and application of the stimulus material.</span></p><p><span style="color:#FF0000;">Award<em> [3 - 4 marks]</em> for an answer that shows good understanding of the demands of the question, with appropriate explanations and clear application of the stimulus material.</span></p></div></section></div><div class="greenBg"><h5><span style="color:#FF0000;"><span style="font-family:arial,helvetica,sans-serif;"><span class="snippet-fa fa fa-pencil-square-o fa-lg" style="color: rgb(61, 30, 128);"> </span>Exam Practice Question 2 - Employment skills for the 21st Century</span></span></h5><p>European studies show that ‘soft’ interpersonal skills such as communication, coaching, teamworking and mentoring are being increasingly demanded by employers. A recent survey showed that employers in the UK value teamworking above leadership and problem-solving skills in a workforce.</p><p>According to the World Economic Forum (WEF), students will need a mix of 16 lifelong learning skills for the 21st century to thrive in today’s innovation-driven economy.</p><table><tbody><tr><td><ul class="branded"><li>Scientific literacy</li></ul></td><td><ul class="branded"><li>Numeracy</li></ul></td><td><ul class="branded"><li>Literacy</li></ul></td><td><ul class="branded"><li>ICT literacy</li></ul></td></tr><tr><td><ul class="branded"><li>Financial literacy</li></ul></td><td><ul class="branded"><li>Cultural & civic literacy</li></ul></td><td><ul class="branded"><li>Creativity</li></ul></td><td><ul class="branded"><li>Communication</li></ul></td></tr><tr><td><ul class="branded"><li>Critical thinking / problem solving</li></ul></td><td><ul class="branded"><li>Collaboration</li></ul></td><td><ul class="branded"><li>Curiosity</li></ul></td><td><ul class="branded"><li>Initiative</li></ul></td></tr><tr><td><ul class="branded"><li>Persistence / grit</li></ul></td><td><ul class="branded"><li>Social & cultural awareness</li></ul></td><td><ul class="branded"><li><p>Leadership</p></li></ul></td><td><ul class="branded"><li>Adaptability</li></ul></td></tr></tbody></table><p>Source: <a href="https://widgets.weforum.org/nve-2015/chapter1.html">World Economic Forum</a></p><table border="1" cellpadding="0" cellspacing="0"><tbody><tr><td style="width:56px;"><p>(a)</p></td><td style="width:491px;"><p>Define the term <em>workforce planning</em>.</p></td><td style="width:94px;"><p align="right"><em>[2 marks]</em></p></td></tr><tr><td style="width:56px;"><p>(b)</p></td><td style="width:491px;"><p>Examine the advantages to businesses that encourage teamworking.</p></td><td style="width:94px;"><p align="right"><em>[6 marks]</em></p></td></tr><tr><td style="width:56px;"><p>(c)</p></td><td style="width:491px;"><p>To what extent do non-financial motivators increase the productivity of a workforce?</p></td><td style="width:94px;"><p align="right"><em>[10 marks]</em></p></td></tr></tbody></table><section class="tib-teacher-only" readonly="true" title="This box is not visible to students"><div class="header" readonly="true"><img class="icon" src="../../../thinkib/icons/teacher-only.svg"> Teacher only box</div><div class="content" readonly="false"><p><span style="color:#FF0000;"><strong>Answers</strong></span></p><p><strong>a. Define the term <em>workforce planning</em>. <em> [2 marks]</em></strong></p><p><span style="color:#FF0000;">Workforce planning is the continual process of assessing the current and future needs and priorities of an organization’s personnel requirements. It involves recruitment, training, appraisals and the three R’s (redundancy, retention and redeployment). Workforce planning must align with the organization’s overall aims and objectives.</span></p><p><span style="color:#FF0000;">Award <em>[1 mark]</em> for a basic definition that shows partial knowledge and understanding of workforce planning.</span></p><p><span style="color:#FF0000;">Award <em>[2 marks]</em> for a full, clear definition that shows knowledge and understanding similar to the answer above.</span></p><hr class="hidden"><p><strong>b. Examine the advantages to businesses that encourage teamworking. <em>[6 marks]</em></strong></p><p><span style="color:#FF0000;">Advantages to a business that encourages teamworking include:</span></p><p><span style="color:#FF0000;"></span></p><ul class="branded"><li><span style="color:#FF0000;">Group dynamics – a greater range of skills, experiences and knowledge to solve problems.</span></li><li><span style="color:#FF0000;">The benefits of division of labour (e.g. the spreading of workloads and increased output) and synergy in decision making.</span></li><li><span style="color:#FF0000;">Motivational – teamworking can be a form of non-financial motivation for workers (as it addresses their social needs and promotes a sense of belonging).</span></li><li><span style="color:#FF0000;">Improved employee morale can also result in increased productivity, lower absenteeism and higher staff retention rates.</span></li><li><span style="color:#FF0000;">Improved communications – teamworking encourages communication between people in the workplace (an increasingly sought after ‘soft’ skill being demanded by businesses).</span></li><li><span style="color:#FF0000;">Accept any</span><span style="color:#FF0000;"> other relevant benefit that is explained in the context of the question.</span><span style="color:#FF0000;"></span></li></ul><hr class="hidden"><p><span style="color:#FF0000;">Award <em>[1 – 2 marks] </em>for a response that is generalized and tends to be descriptive and/or lacks detail.</span></p><p><span style="color:#FF0000;"><span style="color:#FF0000;">Award </span><em>[3 – 4 marks]</em> for an answer with a good examination of the benefits to businesses that encourage teamworking, but the answer may lack detail or substance in certain areas.</span></p><p><span style="color:#FF0000;"><span style="color:#FF0000;">Award </span><em>[5 – 6 marks]</em> <span style="color:#FF0000;">for an answer that shows </span>a thorough examination of the benefits to businesses that encourage teamworking. Appropriate business management terminology has been used throughout the answer, with relevant use of example.</span></p><hr class="hidden"><p><strong>c. To what extent do non-financial motivators increase the productivity of a workforce? <em>[10 marks]</em><span style="color:#FF0000;"></span></strong></p><p><span style="color:#FF0000;">Non-financial motivators can, to some extent, help to improve employee motivation and hence productivity. For example:</span></p><p><span style="color:#FF0000;"></span></p><ul class="branded"><li><p><span style="color:#FF0000;">Herzberg suggested that pay (financial motivation) is a hygiene factor and whilst it can cause ‘movement’, it does not in itself motivate.</span></p></li><li><p><span style="color:#FF0000;">Job enrichment, job enlargement and job rotation can boost employee morale. For example, they deal with the problem of monotony in the workplace and help to (professionally) develop the worker.</span></p></li><li><p><span style="color:#FF0000;">Effective teams can also help to improve productivity.</span></p></li><li><p><span style="color:#FF0000;">Praise can work wonders in the workplace (recognition helping to boost ego needs).</span><span style="color:#FF0000;"></span><span style="color:#FF0000;"></span></p></li></ul><hr class="hidden"><p><span style="color:#FF0000;">However, there are potential drawbacks in using non-financial methods in an attempt to motivate. These include:</span></p><ul class="branded"><li><p><span style="color:#FF0000;">Basic needs must be met first in order for people to survive and hence pay is paramount. This suggests that non-financial methods alone will not be sufficient to motivated the staff.</span><span style="color:#FF0000;"></span></p></li><li><p><span style="color:#FF0000;">Job empowerment, rotation, enlargement and enrichment can add significantly to a manager’s planning and coordination time.</span></p></li><li><p><span style="color:#FF0000;">Conflict might exist within the team , thereby creating friction in the workplace.</span></p></li><li><p><span style="color:#FF0000;">Ineffective teams will add to a firm’s costs, e.g. procrastination, wastage and lower output.</span></p></li></ul><hr class="hidden"><p><span style="color:#FF0000;">The extent to which non-financial motivators really do improve productivity will depend on a range of factors, such as:</span></p><ul class="branded"><li><p><span style="color:#FF0000;">The organizational culture <span style="color:#FF0000;">– </span> for example, whether the organization is innovative and its attitudes towards taking risks.</span></p></li><li><p><span style="color:#FF0000;">Management and leadership styles and perceptions.</span></p></li><li><p><span style="color:#FF0000;">The task under consideration, such as routine tasks versus crisis management.</span></p></li><li><p><span style="color:#FF0000;">The extent to which financial motivators meet the needs of employees.</span></p></li></ul><hr class="hidden"><p><span style="color:#FF0000;">Award <span style="color:#FF0000;"><em>[1 – 2 marks]</em></span> for an answer that shows limited understanding of the demands of the question. The response might be presented in a list with no / little relevance to the issue in question.</span></p><p><span style="color:#FF0000;">Award <span style="color:#FF0000;"><em>[3 – 4 marks]</em></span> for an answer that shows minimal <span style="color:#FF0000;">understanding of the demands of the question, where there is a lack of </span>detail or the response is too vague.</span></p><p><span style="color:#FF0000;">Award <em>[5 – 6 marks]</em><em> </em>if the answer shows <span style="color:#FF0000;">some understanding of the demands of the </span><span style="color:#FF0000;">question</span>is but lacks detail or substance in certain areas. There is adequate use of business and management terminology. At the bottom end, the response is one-sided.</span></p><p><span style="color:#FF0000;">Award <em>[7 – 8 marks]</em><em> </em>if the answer shows good <span style="color:#FF0000;">understanding of the demands of the question</span>, with good detail and substantiated comments. There is good use of business management terminology. Judgements are not fully substantiated.</span></p><p><span style="color:#FF0000;"><em>Award [9 – 10 marks] </em>for an answer that <span style="color:#FF0000;">shows clear <span style="color:#FF0000;">understanding of the demands of the question, which </span></span>is balanced, with a discussion of the effectiveness of using non-financial motivators to increase labour productivity. A judgment is made about the extent to which non-financial motivators can boost productivity. There is good use of business management terminology throughout the response.</span></p></div></section></div></div></div><div class="panel panel-purple panel-expandable"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p><strong><span style="font-family:arial,helvetica,sans-serif;">Key terms</span></strong></p></div></div><div class="panel-body"><div><ul class="branded"><li><p><strong>Flexi-time </strong>is a form of flexible working practice that enables employees to work a set number of core hours per week, often at the office during peak periods of the day and/or week.</p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Geographical mobility </strong>refers to the ability and willingness of employees to relocate to another location or country for work reasons.</span></p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Human resource planning </strong>(or <strong>workforce plannning</strong>) is the systematic process of managing the current and future needs of an organization’s workforce. </span></p></li><li><p><strong>Internal factors</strong> are those within the control of the organization. An example, in the context of HRM, is the remuneration a business offers to its workers.</p></li><li><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Labour mobility </strong>measures the extent to which workers have the ability and willingness to move between geographical locations and/or occupations for their employment.</span></p></li><li><p><strong>Migrant workers</strong> are people who move to other countries in search of job opportunities.</p></li></ul></div></div><div class="panel-footer"><div></div></div></div><p><span style="font-family:arial,helvetica,sans-serif;">Return to the <a href="../44253/21-introduction-to-hrm.html" title="New syllabus 2022 » Unit 2 - Human resource management » 2.1 Introduction to HRM">Unit 2.1 - Introduction to Human Resource Management</a> homepage</span></p><p><span style="font-family:arial,helvetica,sans-serif;">Return to the <a href="../43530/unit-2-human-resource-management.html" title="New syllabus 2022 » Unit 2 - Human resource management">Unit 2 - Human resource management</a> homepage</span></p><p><span style="font-family:arial,helvetica,sans-serif;"><a href="../../../businessmanagement.html"><img alt="" src="../../../ib/businessmanagement/logo-blue-black-1.png" style="width: 170px; height: 54px;"></a></span></p><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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