copyright © houghton mifflin company. all rights reserved. 11-1 chapter 11 human resource...

Copyright © Houghton Mifflin Company. All rights reserved.

11-1

Chapter 11

Human Resource Management


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Chapter Outline

Human Resource Planning A Systems Perspective Assessing Current Needs Forecasting Future Needs Formulating a Staffing Strategy Evaluation and Update


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Chapter Outline (continued)

Selection Equal Employment Opportunity Employment Selection Tests Effective Interviewing


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Chapter Outline(continued)

Performance Appraisal Making Performance Appraisals Legally

Defensible Alternative Performance Appraisal

Techniques


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Training Modern Training: Content and Delivery The Ingredients of a Good Training Program Skill Versus Factual Learning


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Contemporary Human Resource Challenges and Problems

Fostering Union-Management Cooperation Discouraging Sexual Harassment Controlling Alcohol and Drug Abuse


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HUMAN RESOURCE MANAGEMENT

Human resource management: involves the planning, acquisition, and development of human resources necessary for organizational success.


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Figure 11.1 A General Model for Human Resource Management


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HUMAN RESOURCE MANAGEMENT (continued)

Key Human Resource Management Activities (Based on the organization’s strategy and structure):

Human resource planning Selection Performance appraisal Training Identifying and solving human resource

problems


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Desired Result of the Human Resource Management Process

“The right number of appropriately skilled people in the right jobs at the right time.”


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For Discussion: What is the practical significance of switching from the term “personnel” to “human resources?”


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HUMAN RESOURCE PLANNING

Human resource planning: the development of a comprehensive staffing strategy for meeting the organization’s future human resource needs.


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Figure 11.2 A Basic Model for Human Resource Planning Systems


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HUMAN RESOURCE PLANNING (continued)

For Discussion: What would you say to a manager who makes this statement? “Writing job descriptions is a waste of time today because things will change before the ink is dry.”


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EMPLOYEE SELECTION

Title VII of the Civil Rights Act of 1964 and related amendments and executive orders are the foundation of Equal Employment Opportunity law in the United States.

Employment decisions -- including hiring, transfer, promotion, and pay -- cannot be made on the basis of uncontrollable personal characteristics such as one’s gender, national origin, race, skin color, disability, or age and personal preferences such as religion (and, in some jurisdictions, sexual preference).


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EMPLOYEE SELECTION (continued)

Equal Employment Opportunity versus Affirmative Action

EEO is aimed at preventing future discrimination.

Affirmative action is a concerted effort to make up for past discrimination.


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Managing Diversity

“In short, diversity advocates want to replace all forms of bigotry, prejudice, and intolerance with tolerance and, ideally, appreciation of interpersonal differences.”


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Employment Selection Tests and Interviews

Employment selection test: any procedure used as a basis for an employment decision.

Structured interview: a series of job-related questions with standardized answers that are consistently applied across all interviews for a particular job.


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Source: Richard D. Arvey and Robert H. Faley, Fairness in Selecting Employees (Figure 9.1 from p. 323), © 1988 by Addison-Wesley Publishing Company, Inc. Reprinted by permission of Addison Wesley Longman, Inc.

Figure 11.3 Adverse Impact of Screening Techniques on Minorities


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For Discussion: What sorts of abuses have you observed in recent years with employment selection tests and interviewing? What needs to be done to curb these abuses?


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PERFORMANCE APPRAISAL

Performance appraisal: the process of evaluating individual job performance as a basis for making personnel decisions.


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PERFORMANCE APPRAISAL (continued)

Criteria for Legally-defensible Performance Appraisals

1. A job analysis used to develop the performance appraisal system.

2. The appraisal system is behavior-oriented, not trait-oriented.

3. Evaluators follow specific written instructions when conducting appraisals.

4. Evaluators review the results of appraisals with ratees.


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PERFORMANCE APPRAISAL (continued)

For Discussion: What has been your personal experience with performance appraisals? What improvements could have been made?


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ALTERNATIVE PERFORMANCE APPRAISAL TECHNIQUES

Goal setting (management by objectives) Written essays Critical incidents Graphic rating scales

Behaviorally anchored rating scales (BARS): performance rating scales divided into increments of observable job behavior determined through job analysis.


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Source: Adapted from Performance Appraisal: Assessing Human Behavior at Work by Bernardin, Beatty. Copyright © 1984. By permission of South-Western College Publishing, a division of Thomson Learning. Fax 800-730-2215.

Figure 11.4 A Sample Behaviorally Anchored Rating-Scale for a College Professor


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(continued)

Weighted check lists Rankings / comparisons Multi-rater appraisals

360-Degree review: a manager is evaluated by her or his boss, peers, and subordinates.


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(continued)

For Discussion:

1. As a top-level executive, which appraisal technique would you use in your organization? Why?

2. As a first-line supervisor, which technique would you prefer? Why?

3. Which technique would you like to have manager use for appraising your job performance? Why?


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TRAINING

Training: process of changing employee behavior and/or attitudes through some type of guided experience.


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TRAINING(continued)

Skill (Versus Factual) Learning

1. Goal setting

2. Modeling (Substitute meaningful presentation of materials for

factual learning)

3. Practice

4. Feedback


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Source: Data from “Industry Report 1999,” Training, 36 (October 1999): 54, 56. Reprinted with permission from the October 1999 issue of Training magazine. Copyright 1999, Bill Communications, Minneapolis, Minn. All rights reserved. Not for resale.

Figure 11.5 The Content and Delivery of Today’s Training (a)


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Figure 11.5 The Content and Delivery of Today’s Training (b)

Source: Data from “Industry Report 1999,” Training, 36 (October 1999): 54, 56. Reprinted with permission from the October 1999 issue of Training magazine. Copyright 1999, Bill Communications, Minneapolis, Minn. All rights reserved. Not for resale.


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TRAINING(continued)

For Discussion: How important is feedback for both skill and factual learning? Explain.


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WHAT CAN VICTIMS OF SEXUAL HARASSMENT DO?

Victims of Sexual Harassment Tend to Win Their Lawsuits When:

There was severe harassment. There were witnesses. Management had been notified. There was supporting documentation. Management failed to take action.


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WHAT CAN VICTIMS OF SEXUAL HARASSMENT DO?

(continued)

For Discussion: What needs to be done to rid the workplace of sexual harassment (of both women and men)?

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