HUMAN RESOURCE MANAGEMENT PRACTICE - Fichier PDF

Subject index ❚ 955characteristics of people see people, characteristicsofChartered Institute of Personnel andDevelopment (CIPD) 37, 48–49, 84, 86, 92,535, 593, 613, 652, 734, 742, 742, 743, 866, 868,873check-off system 790Children’s Society 127CIFO Research 38closed shop 790coaching 567–69Code of Professional Conduct, CIPD 84cognitive learning 560cognitive theoryof learning 551of motivation 258–59coherence in HRM 54, 139–40collective agreementsas frameworks for collective bargaining 783partnership 784–85procedural agreements 783–84substantive agreements 784collective bargainingbargaining levels 786bargaining power 756–57conjunctive bargaining 757co-operative bargaining 757defined 756, 783distributive bargaining 757as an exchange relationship 756integrative bargaining 757–58as a joint regulating process 756and negotiating 795as a political relationship 756as a power relationship 756procedural agreements 783–84single-table bargaining 786–87substantive agreements 783collectivism 759commitmentconcept of commitment and engagement 271contribution of HR to developing commitmentdefined 271–72, 273–74and employee relations 761enhancing 281–82factors affecting 277–78and flexibility 276gaining 83, 181–82‘hearts and minds’ approach 12, 761and HRM 12, 13–14, 59impact of 276–77influences on 280–81and motivation 277mutual commitment strategy andmutuality 275orientation 4problems with concept 275–77significance of 274–75strategy 278–79and trust 220and the unitary frame of reference 275–76committed employee 472communicationsanalysing problems 821–22areas 819–20bulletins 823DVDs 823employee involvement 823‘good communications’ theory 818importance of 817intranet 822magazines 822news letters 822notice boards 823objectives 820on reward matters 748–49strategy 819, 821team briefing 824–25what employees want to hear 821what management wants to say 819, 821communities of practice 178, 181, 182, 609compa-ratios 691, 739–40competence defined 161competence-related pay 714–16competenciesanalysis of 193–98behavioural 160clusters 160coverage 164defined 159and emotional intelligence 170–71graded 164–65performance 160reasons for using 163role-specific 164technical 161threshold 160typical competencies 162–63competencies, use ofin assessment centres 166