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49 Cards in this Set
- Front
- Back
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What are the advantages and disadvantages of filling openings from internal sources?
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Advantages
1. Firms can capitalize on prior sunk investments in current employees (recruiting, selecting, training, etc.) 2. Lower recruiting costs-firms may only have to hire at entry-level 3. Motivates existing employees to perform well because they know that doing so will result in promotion 4. Those who get promoted usually have high morale because the company has recognized them. Disadvantages 1. May lead to a less diverse workforce, with a lack of new ideas and attitudes (employee cloning) 2. Employees who are not promoted may be de-motivated 3. Employees may engage in “political” infighting for promotions 4. Internally promoted employees may lack the KSA’s needed for their new position, and require training. |
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Explain how realistic job previews (RJPs) operate.
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A realistic job preview (RJP) is an orientation for prospective employees to see and understand what a job will entail. It outlines both the positive and negative aspects of a job, as well as the job duties and responsibilities expected. A RJP may include a tour of the working environment, and is typically conducted in person or on a video.
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Why do they appear to be a good recruitment technique?
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1. Establish realistic job expectations
2. Improve employee/employer communication 3. Reduce voluntary turnover 4. Improve job satisfaction |
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Identify and describe the six activities that Mathis and Jackson (2012: 86-87) state increase recruiting effectiveness.
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1. Resume mining: a software approach to getting the best resumes for a fit from a big database.
2. Applicant tracking: an approach that takes an applicant all the way from a job listing to performance appraisal results. 3. Employer career website: a convenient recruiting place on an employer’s website where applicants can see what jobs are available and apply 4. Internal mobility: a system that tracks prospects in the company and matches them with jobs as they come open 5. Realistic job previews: a process that persons can use to get details on the employer and the jobs 6. Responsive recruitment: whereby applicants receive timely responses |
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What are the four probable reasons an MBA graduate would leave her/his first employer that Prof. Way identified in class?
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1. Talents not fully utilized
2. Jobs lack challenge 3. Supervisors fail to set standards 4. Lack of sponsors (may fail to become part of a network that can provide them with support) |
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What recruitment sources do you recommend Jackson Hotels use to recruit seniors for the kinds of positions they are planning to utilize? Why?
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• Internet Recruiting-most common tactic used by job seekers is to search the internet. There are also websites oriented just to seniors (workforce50.com)
• Media Sources- Should post jobs on more than one media source (Television, Radio, Professional Journals) to get more exposure and applicants • Employee Referrals-an easy way to receive applications • Public, Private, and Employment Agencies/Labor Unions-good place to look for people looking for entry level positions (private employment agencies are one of the fastest growing recruitment sources • Professional Employment Organizations (PEOs)-700 PEOs oversee approx. 2.5 million American workers. Outsourcing has the advantage of not having to pay benefits (which is not ideal for senior workers who are not going to be with the company for the foreseeable future. |
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Define “Reliability”.
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Reliability, in this context, describes the degree to which selection procedures yield comparable data overtime. For example, if an interviewer judges each applicant’s KSA’s differently, his judgment is unreliable. Selection decision data that is unreliable cannot be used as predictors for job performance.
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Define “Validity”.
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Validity, in this context, is a measurement of the extent to which a selection procedure for an applicant predicts his future job performance. In order for a test to be valid, it must also be reliable. However, reliability does not assure validity.
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Identify and explain the five primary types of employment tests.
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1. Cognitive Ability Tests: measure an applicant’s mental abilities such as intelligence, verbal fluency, numer¬ical ability, and reasoning ability.
2. Personality and Interest Tests/Inventories: measure an applicant’s personality characteristics, such as extro¬version, and preferences for a certain type of activities, e.g. Kuder Inventory. 3. Physical Ability Tests: measure applicant’s physical abilities. Particularly important for labor intensive, high injury-risk jobs. 4. Job Knowledge Tests: measure applicant’s understanding of job roles, e.g. CPA exam. 5. Work Sample Tests: measure applicant’s ability to perform tasks related to the job, e.g. driver’s test. |
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Compare and contrast the following four selection interview approaches: (1) nondirective interview, (2) structured interview, (3) situational interview, and (4) behavioral description interview.
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• The Nondirective (or Unstructured) Interview: interviewer does not have a list of planned questions for the interviewee. The applicant therefore determines the direction of the interview. Useful in discovering applicant’s attitudes and feelings as well as other information that wouldn’t have been brought up in a structured interview. Used frequently for top-level positions.
• The Structured Interview: interviewer asks a set of standard questions and has an established set of answers for rating applicants. • The Situational Interview: gives applicants a hypothetical situation and asks them how they would handle it. Like a structured interview, there are pre-established benchmark answers for rating applicants. • The Behavioral Description Interview: similar to situational interview, but interviewee is asked how they have responded in the past to certain situations. Used frequently for top-level positions. |
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Describe the selection strategies to reach a final decision.
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There are two approaches of reaching a final hiring decision for an applicant:
• Clinical Approach: the decision-maker reviews all of the data and makes a decision based on an understanding of the job and experience in hiring personnel. • Statistical Approach: decision-maker identifies the most valid predictors of job performance, weighs them using statistical methods and chooses the candidate with the best result. This technique is superior because it is more objective. There are three ways that statistical information from the recruiting process is used by hiring personnel: o Compensatory model- applicant’s score on one predictor can make-up for a low score on another. o Multiple cutoff model- applicants are eliminated if they score below a certain level on any test/predictor. o Multiple hurdle model- applicants must achieve a score above a certain level on each predictor in order to not be eliminated. However, a bad score on one predictor can be made up with a good score on another as long as the applicant achieves the minimum required score. |
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Describe the background investigation(s) that you would recommend – and one that you would not recommend – Jackson Hotels use to differentiate acceptable from unacceptable job candidates.
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Jackson Hotels should conduct the following background investigations on applicants:
• Employment Verification (Reference Check) • Education Verification • Criminal Record Check • Credit History The following background investigations are not recommended: • Drug Test (no correlation to job performance) • Motor Vehicle Record Check (no need for front-line employees to use cars accept for valet associates) |
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Describe the selection criteria and selection process that you would recommend Jackson Hotels use to identify the best job candidate.
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I would recommend that Jackson Hotels use the “statistical” approach to selection, whereby they select 8 job performance predictors and use a “multiple hurdle” model to ensure that candidates are judged fairly and objectively. Applicants should meet a “pass” level or certain threshold in each of the following tests:
1. Firstly, the HR department should collect resumes and require a certain level of education and work experience. 2. Next, the applicants who are not eliminated should complete a work sample test and a structured interview with an HR manager. Those who fail to achieve an established minimum score on either will be eliminated. 3. The HR department then carries out a background check on each member of the remaining applicant pool. This includes checks on education, references, criminal records and credit history. 4. Those applicants that have not been eliminated should then have a physical ability test and another structured interview with the manager who will be directly supervising the open position. 5. Each applicant now will have a score for each performance predictor. Jackson Hotels should analyze the importance of each test, add the weighted results, and then objectively select the candidate with the best score. |
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What analyses should be made to determine the training needs of an organization?
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1. Organization Analysis- global analysis examining environmental trends and orga¬nizational goals, as well as the company’s current resources (technological, financial, and human)
2. Task Analysis- identification of the tasks required to perform each job (based off job analysis and descriptions) and the training needed to carry out the tasks successfully. 3. Person Analysis. Match employees to the required tasks identified above, and based off performance appraisals, determine which employees need training. |
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After the needs are determined, what is the next step?
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Once training needs have been determined, the next step is designing the learning environment.
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Training is, unfortunately, often faddish and subject to the whims of managers and trainers. What are Blanchard and Thacker’s (2006) seven principles to maximize training effectiveness?
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1. Understand the training needs
2. Develop clear objectives of training. 3. Design training so that it meets its objectives. 4. Design and conduct training so that it motivates trainees to learn. 5. Provide a supportive learning environment. 6. Evaluate training and use feedback for learning. 7. Identify and remove the barriers to employees of using new knowledge and skills |
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Describe behavior modeling and the role-play.
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• Role plays are simulations of a scenario in which each participant is given a part to act out. Trainees are provided with a description of the context – usually a topic area, a general description of a situation, a description of their roles (e.g., their objectives, emotions, concerns), and the problem they each face. Once the participants have read their role descriptions, they act out their roles by interacting with one another
• Behavior modeling is a training technique whereby trainees observe a trainer practicing the correct behavior in a given situation, before then trying it themselves. |
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What are the two major differences between behavior modeling and role-play?
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1. The behavior modeling method allows the trainee to observe the correct behavior prior to attempting the behavior himself/herself
2. Behavior modeling is much more controlled in terms of what the learner sees and does. Role-plays can move in many directions depending on the actions of the participants (even in scripted role plays). |
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Describe trait, behavioral, and results (performance appraisal) methods.
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• Trait methods measure the extent to which an employee possesses certain characteristics that are viewed as important for the job and organization, and provide feedback.
• Behavioral methods examine behaviors that an employee has exhibited, and provide feedback on these, and where they can be improved. • Results methods analyze specific individual results to analyze employee performance and provide feedback on areas for improvement. |
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Identify the advantages and disadvantages of trait methods.
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Advantages
Inexpensive Easy to use Meaningful dimensions Disadvantages Rating errors likely Not for employee counseling Not for allocating rewards Not for promotion decisions |
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Identify the advantages and disadvantages of behavioral methods.
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Advantages
Specific For employees and superiors For providing feedback For fair reward and promotion decisions Disadvantages Time consuming (develop/use) Costly to develop Rating errors likely |
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Identify the advantages and disadvantages of results methods.
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Advantages
Objective For employers and superiors Link individual to organizational performance Encourages mutual goal setting For reward and promotional decisions Disadvantages Time consuming (develop/use) Encourages short-term thinking May use contaminated criteria May use deficient criteria |
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What are the major purposes of performance appraisal?
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Performance appraisals have both developmental and administrative purposes. These are:
Developmental 1. Performance feedback 2. Organizational training needs 3. Communication 4. Individual training needs 5. Strengths and weaknesses Administrative: 1. Promotion 2. Poor Performance 3. Transfers 4. Layoffs 5. Reward decisions |
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In what ways might performance appraisals be contradictory?
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•Unclear relationship between the employer’s job description and appraisal criteria.
•Managers do not rate employees well and provide poor feedback •The judgmental role of appraisal conflicts with the helping role of developing employees •There is little face-to-face discussion between the manager and the employee being appraised •Managers feel that little or no benefit will be derived from the time and energy spent in the process, or they are concerned only with bad performance •Managers dislike the face-to-face confrontation of appraisal interviews •The appraisal is just a once-a-year event, and there is little follow-up afterward |
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Explain the relationships between i) performance appraisal and selection and ii) performance appraisal and training.
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i. Performance Appraisals and Selection
•Performance appraisals can be used to assess the effectiveness of selection practices. •Performance appraisals can be used to make promotion and demotion decisions. ii. Performance Appraisals and Training •Performance appraisals can be used to identify training needs. •Performance appraisal feedback helps employees recognize strengths/weaknesses where they need to train. |
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List the ten rated errors identified/highlighted by Mathis and Jackson and describe each.
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1.Varying Standards: A manager should avoid applying different standards and expectations to employees performing the same or similar jobs
2.Recency Effect: Rater gives a greater weight to recent events when appraising an individual’s performance. 3.Primacy Effect: Rater gives greater weight to information received first when appraising an individual’s performance. 4.Central Tendency: Appraisers rate all employees within a narrow range. 5.Leniency Tendency: Ratings of employees fall at the high end of the scale. 6.Strictness Errors: Managers uses only lower part of the scale to rate employees. 7.Rater's Bias: Rater’s values of prejudices distort the rating. 8.Halo Effect: Rater scores an employee high on all job criteria because of performance in one area. 9.Horn effect: A low rating in one area leads to an overall low rating. 10.Contrast error: Tendency to rate people relative to one another rather than against performance standards. |
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Identify and describe the three performance appraisal interview approaches demonstrated in class.
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1. Tell and Sell Interview
This method requires that the supervisor use persuasion to change an employee in a desired manner. Supervisor/appraiser attempts to sell the employee on their assessment of the problem and their recommendations for improvement (i.e., attempts to persuade the employee to change in a prescribed way). This may require the development of new behaviors on the part of the employee (e.g., coming to work on time) and the supervisor/appraiser’s skillful use of motivational incentives (rewards) (i.e., having the employee see how the changed behavior will benefit him or her. 2. Tell and Listen Interview When using this method, the supervisor/appraiser discusses the employee’s strong and weak points during the first half of the interview. During the second half of the interview, the employee’s feelings about the interview are thor-oughly explored. At this time the supervisor is still in the role of appraiser, but the method requires listening to disagreement and coping with defensive behavior without attempting to refute any statements (i.e., supervisor/appraiser attempts to deal with the objections of the employee through non-defensive behavior). It is assumed that the opportunity to release frustrated feelings will help reduce or remove unpleasant feelings. 3. Problem Solving Interview The supervisor who uses the problem-solving method employs nondirective interviewing procedures, but in addition, the supervisor seeks to develop a growth and development approach to the interview. The problem-solving approach focuses on a participative and open dialogue between the supervisor and the employee. Listening, accepting, and responding to feelings are essential elements of the problem-solving interview. However, this method goes beyond an interest in employee’s feelings. It seeks to stimulate growth and development in the employee discussing the problems, needs, innovations, satisfactions, and dissatisfactions the employee encountered on the job. Perceptions of the problem and solutions are mutually discussed. The goal of this approach is to get the employee to help define the performance problem and its solution. |
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Which approach is the least desirable? Explain.
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Tell and Sell-likely to lead to suppressed defensive behavior and feelings of hostility.
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When do you think it is reasonable for an employer to want to discharge an employee for (legal) off-duty conduct? Explain.
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•If they put the company in legal or financial jeopardy.
•When the conduct has reasonably violated the company’s code of conduct. The employer must make sure the policy is reasonable, and must articulate what type of behaviors he or she is talking about. It should match organization culture. The employer must constantly remind people of policy. •Make sure policy is reasonable, communicated, and for everybody. |
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Define the employment-at-will doctrine. What are the three court exceptions to the doctrine?
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•The right of an employer to hire, fire, demote, or promote whomever they choose, unless there is a law or a contract to the contrary. Conversely, employees can quit whenever they want and go to another job under the same terms
•Nearly all states have enacted one or more statutes to limit an employer’s right to discharge employees •Also, numerous states allow employees to file breach-of-contract lawsuits because of some provisions in employee handbooks |
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List three Exceptions to the employment-at-will doctrine and explain.
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Public Policy Exemption-This exemption holds that employees can sue if fired for a reason that violates public policy (e.g., employee discharged by an employer for refusing to commit an act that violates the law)
Implied Contract Exemption-This exemption holds that employees should not be fired as long as they perform their jobs. Long service, promises of continued employment, and lack of criticism of job performance imply continuing employment Good-Faith and Fair-Dealing Covenant. This exemption suggests that a covenant of good faith and fair dealing exists between employers and at-will employees. If an employer breaks this covenant by unreasonable behavior, the employee may seek legal recourse |
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Discuss why documentation is so important to the disciplinary process
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Proper documentation is perhaps the backbone of disciplinary action. Documen¬tation is needed to substantiate the action taken against an employee; it is essential should the employee appeal the discipline received. Review the eight points for complete documentation given below. Documentation need not be lengthy, but it must be com¬plete to be meaningful. Documentation should take place immediately following a violation of organizational rules or after talking with an employee during an investigatory interview.
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What constitutes correct (complete) documentation?
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1. Date, time, and location of the incident(s)
2. Description of the problem/misconduct 3. Consequences of misconduct on employee and/or work unit 4. Prior discussions with employee about conduct 5. Disciplinary action to be taken and specific improvement expected 6. Consequences for employee if behavior is not changed and follow-up date 7. Reaction of employee to supervisor’s efforts 8. Names of witnesses to incident |
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Describe progressive and positive discipline.
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Progressive Discipline
This is the approach used most by organizations. Note each step in progressive discipline does not always have to be followed. The sequence and severity of the disciplinary action will depend on the type of offense. For example, employees can be immediately fired for theft without being given an oral warning. Three important outcomes result when progressive discipline is applied properly. These are: • Employees always know where they stand regarding offenses • Employees know what improvement is expected of them • Employees understand what will happen next if improvement is not made Use verbal and written reprimands before dismissal First offense is verbal, second is written, third is suspension, fourth is discharge. Positive Discipline Discipline that focuses on the early correction of employee misconduct, with the employee taking total responsibility for correcting the problem Some HR professionals believe that progressive discipline is not an appropriate method to correct employee misconduct because the system relies on intimidation and threats and produces an adversarial relationship. Positive discipline is recom¬mended in its place. “Positive”, or “nonpunitive”, discipline is based on the concept that employees must assume responsibility for their actions. While positive disci¬pline might resemble progressive discipline, upon a closer look positive discipline is based on a cooperative environment in which employees and supervisors engage in joint discussions and problem solving to resolve employee problems. A key to the system is that employees are totally responsible for improving any irresponsible behavior on their part. |
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What are the differences and similarities between these approaches to discipline?
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Similarities: Both increase in severity—same 1st, 2nd, and 4th step.
Difference: 3rd step is suspension in progression approach. In positive approach, 3rd step is final warning. Positive is more expensive, time consuming, leads to better results -- focused on problem solving, and requires more training for supervisors and takes more time. Progressive is easy to use, more administrative and process-oriented. Used more because it’s easier although positive is a better fix for the problem. |
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Does the concept of progressive discipline require employers to precede a discharge with a written warning and then a suspension without pay? Explain
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It’s not required, but generally these are the four steps:
Verbal, written, suspension, discharge No, it does not because each step in progressive discipline does not always have to be followed. The sequence and severity of the disciplinary action will depend on the type of offense. For example, employees can be immediately fired for theft without being given an oral warning. |
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What could Whitney do to enhance the value of its training?
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Phase 1-4
What phases are they not doing appropriately?? • PHASE 1: CONDUCTING THE NEEDS ASSESSMENT (Blanchard & Thacker, 2006) i. Organization Analysis is a global analysis and consists of environmental trends, orga¬nizational goals, and current resources—technological, financial, and human. ii. Task Analysis is the middle-level assessment phase of training needs. During this phase the trainer will identify the tasks needed to perform the job and the training needed to do the tasks successfully. Task analysis is based on job analysis and job descriptions. ii. Person Analysis. When training-needs analysis focuses on the individual, it is called person analysis. Training needs here emphasize who needs training. Typically this step of the analysis is connected to performance appraisal. • PHASE 2: DESIGNING TRAINING (Blanchard & Thacker, 2006) Once training needs have been determined, the next step is designing the learning environment. Four related areas are particularly important: training objectives, trainee readiness and motivation, principles of learning, and characteristics of instructors. • PHASE 3: DEVELOPMENT & IMPLEMENTATION OF TRAINING (Blanchard & Thacker, 2006) Choosing the Appropriate Training Methods. A major consideration in choosing among various training methods is determining which ones are appropriate for the knowledge, skills, and attitudes to be learned. Knowledge refers to the information we acquire and place into memory (declarative), how it is organized into the structure of what we already know (procedural), and to our understanding of how and when it is used (strategic). Skills are a proficiency at doing something, beyond just knowing something about it. Attitudes are reflections of employee beliefs and opinions that support or inhibit behavior. • PHASE 4: EVALUATING THE EFFECTIVENESS OF TRAINING Evaluation is often the neglected phase in the systems approach to training. Why? Because organizations frequently lack skill in developing a valid evaluation program. Others may lack the time or resources needed to conduct this phase, and some may simply not care to evaluate their training program. The four criteria for evaluating the effectiveness of training: |
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Is Whitney using the most effective training techniques, especially with regard to training for client and customer service? What training technique(s) should Whitney use?
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Whitney is not using the most effective training techniques because results show that training is not effective given the amount they spend on training each year. Whitney should use role playing and behavioral modeling
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Based on the systematic approach to training, how should Whitney decide who needs training?
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Whitney should decide who needs training by using the results of the needs assessment. It considers issues of employees and companies to see if they need help. Needs assessment shows what kind of training employees may need.
Don’t blanket train. First assess who needs training, and train those people. Those who don’t have necessary KSAs. Where there is a KSA gap. |
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Based on the customer service climate/culture approach to training, why may Whitney decide to send everyone through customer service training?
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Whitney might decide to send everyone through customer service training because such a large proportion of their workforce may deal with clients on a daily basis and thus it is imperative to Whitney that their employees know how to efficiently work with clients. Whitney may just simply want everyone to know their company and culture as well.
Are sending everyone to training to learn about culture/service climate to learn about “Whitney Way”. Learn about their ways of doing things. Because it makes everyone act the same. Want employees to interact in certain ways with customers. |
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Is Whitney currently following either the systematic or customer service climate/culture approach to training appropriately? Explain.
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Not following either systematic or customer service climate/culture approach. Currently they are sending everyone through technical training, even if they have necessary KSAs.
Probably not. Figure what they should be doing. Systematic approach looking at customer service approach No because it’s clear that they are not properly addressing the issues they have with their training. They’re simply spending a lot of money on training and sending everyone without realizing what areas they need to work on. |
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How should Whitney evaluate the effectiveness of its training?
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PHASE 4: EVALUATING THE EFFECTIVENESS OF TRAINING
Evaluation is often the neglected phase in the systems approach to training. Why? Because organizations frequently lack skill in developing a valid evaluation program. Others may lack the time or resources needed to conduct this phase, and some may simply not care to evaluate their training program. The four criteria for evaluating the effectiveness of training: Criterion 3: Behavior. Much of what is learned in training never gets used back on the job. To assess transfer, managers should look at behavior change on the job. To maximize transfer, there are several helpful approaches: feature identical elements, focus on general principles, establish a climate for transfer, and give employees transfer strategies Criterion 2: Learning. Beyond reactions, it is good to determine if employees actually learned what the train¬ing was designed to teach. Testing knowledge and skills before training gives a baseline measure that can be taken again after training Criterion 1: Reactions. Participant reactions may give a quick indication of trouble spots and also provide an idea of participants’ attitudes regarding the value of the training. Unfortunately, despite the value of reaction measures, too many conclusions are drawn from such ratings. Reaction measures should not stop with assessing the training’s entertainment value Criterion 4: Results, or Return on Investment (ROI). Training managers are coming under increasing pressure to show bottom-line results of training programs. These results can be indicated by increased productivity, lower turnover, higher quality, better profits, and so on. ROI is discussed in the RCT: 217. |
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What are total rewards?
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Total rewards are the monetary and non-monetary rewards provided to employees to attract, motivate, and retain them
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TYPES OF COMPENSATION
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• Base pay – The basic compensation that an employee receives, usually as a wage or salary (direct monetary rewards). Two base pay categories: hourly and salaried.
• Variable pay – Another type of direct compensation (direct monetary reward) is variable pay, which is compensation linked to individual, team, or organizational performance. • Benefits – With indirect compensation (indirect monetary rewards), employees receive the tangible value of the rewards without receiving actual cash. A benefit is a reward—for instance, health insurance, vacation pay, retirement pension, and employee services—given to an employee or a group of employees for organizational membership, regardless of performance. |
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3 important aspects to strategic compensation planning
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(A) linking compensation to organizational objectives
(B) the pay-for-performance standard (C) the motivating value of compensation. |
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Bohlander and Snell (2007) list seven of the more common goals of compensation policy.
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(1) reward employees’ past performance
(2) remain competitive in the labor market (3) maintain salary equity among employees (4) mesh employees’ future performance with organizational goals (5) control the compensation budget (6) attract new employees, (7) reduce unnecessary turnover. |
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Internal factors affecting wage rates.
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Internal factors affecting wage rates include the employer’s compensation strategy, worth of a job, the value of the employee to the organization, and the employer’s ability to grant compensation increases.
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External factors affecting wage rates:
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Labor Market Conditions
Area Wage Rates Cost of Living The BLS's Consumer Price Index (CPI) Collective Bargaining |
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Two systems (job ranking and job classification) are nonquantitative in their approach, while the point system is a quantitative approach to evaluating jobs.
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• The job ranking system is the simplest and oldest of the job evaluation techniques. All organizational jobs are simply ranked by one individual or a committee of man¬agers and employees into a hierarchy of jobs. Rankings are based on some critical factor to job success (e.g., responsibility), or rankings can be based on the total impor¬tance of the job to the organization
• The federal civil service system uses the job classification system to evaluate jobs. With this technique, a predetermined number of grades are established. Each grade requires more job skill, responsibility, or other factors deemed important to the orga¬nization. Once the grades are defined, a job is slotted into a grade by comparing the individual job description to the grade descriptions. • The point system (method) is the most frequently used quantitative method of job evaluation. Total points are assigned to jobs based on the degree to which jobs possess different compensable factors. The major compensable factors are skill, effort, responsibility, and working conditions. More contemporary factors might include fiscal responsibility, leadership, teamwork, or project accountability. (see Mathis & Jackson, 2012: 158) |
