LECTURE OUTLINE AND LECTURE NOTES

THE WORLD OF WORK Kevin Makes a Suggestion (Text pages 234-235)

Kevin has just been officially promoted to shift manager following his assignment on the schedul-ing project. He announces to Tony that the group is working on some new ideas to help the restaurant with food ordering and inventory, and they would report the outcome to Tony and ask for spending ap-proval. Tony has some initial reservations but gives Kevin approval for the group to meet and develop ideas.

1. Why would Tony’s first reaction to Kevin’s idea be one of panic?

It is a normal response to feel threatened when you feel less control over a situation In this case, Tony is not sure what the group is doing and what the results will be. Tony also has to consider that once the informal group forms and establishes unity, it could cause problems down the line if he disagrees with their views and ideas about how the restaurant should be run. However, Kevin is working through the process, learning new management skills; this factors into the decision to let them come up with new ideas. Tony realizes that they may get excited about and improve the overall performance of the store.

2. Why is Kevin supporting his people in this manner? What’s in it for him?

Kevin is not formally a manager just yet, and it is easier to work more closely with employees when you are not formally their boss. Kevin has a unique opportunity to learn how to get positive results, working through a team. If the outcome is well received, it enhances his chances of being promoted to manager status. Finally, Kevin is also learning how much better an operation can run if employees are co-hesive and work towards a common cause. It makes the job more exciting and more fun.

3. Do you think Tony is making a mistake here? Why or why not?

Tony does have some reservations; because once groups are formed, they can take on their own group personality. Each group member forms a trusting bond that unites them, but this can form into a groupthink mentality. While Tony is excited about the enthusiasm and effort the group seems to have de-veloped, he has to monitor how the group evolves.

4. Would this idea work at your company? Why or why not?

This is a good time to address all the particulars of how formal and informal groups and teams form, why they happen, what are the advantages of their existence, and what their disadvantages may be.

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LECTURE OUTLINE LECTURE NOTES

I. STAFFINGLEARNING OBJECTIVE 1Outline the human resource planning process. (Text pages 236)

A. The goal of staffing is to obtain the best available people for the organization and to develop the skills and abilities of those people.

B. Because the human resources department has traditionally conducted staffing activi-ties they have been given lower priority.

POWERPOINT 9-1Chapter Title (Refers to text page 234)

POWERPOINT 9-2Learning Objectives (Refers to text page 235)

POWERPOINT 9-3Staffing and Job Analysis(Refers to text page 235)

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LECTURE OUTLINE LECTURE NOTES

II. JOB ANALYSISLEARNING OBJECTIVE 2Define job analysis, job description, job speci-fication, and skills inventory. (Text pages 236-244)

A. JOB ANALYSIS is the process of deter-mining, through observation and study, the relevant information relating to the nature of a specific job.

1. The results of job analysis are a job description and a job specification.

2. A JOB DESCRIPTION is a written statement that identifies the tasks, duties, activities, and performance results required in a particular job.

3. A JOB SPECIFICATION is a written statement that identifies the abilities, skills, traits, or attributes necessary for successful performance in a particular job.

4. The job description identifies the characteristics of the job.

5. A job specification identifies the qualifications of an individual needed.

B. Skills Inventory 1. Job analysis defines the organization’s

current human resource needs. 2. A SKILLS INVENTORY consolidates

information about the organization’s current human resources.

3. Categories of information needed in a skills inventory:

a. education, job experience, and training skills

b. special qualifications c. salary and job history

POWERPOINT 9-4Job Analysis (Refers to text pages 236-237)

TEXT REFERENCECareer Management Box: Positive Attitude and Its Importance A positive attitude can have positive effects. (Box in text on page 237.) An additional exercise and discussion is available in this chapter on page 9.Error: Reference

CHAPTER 9: Organizing People 9.3

LECTURE OUTLINE LECTURE NOTES

III. RECRUITMENTA. RECRUITMENT involves seeking and

attracting a supply of people from which qualified candidates for job vacancies can be selected.

1. The organization’s best source for fill-ing vacancies is its own employees.

a. Promotion from within can work in growing organizations.

b. But internal sources are often inadequate.

2. External sources include employment agencies, consulting firms, employee referrals, and employment advertise-ments.

3. A fast-growing area is TEMPORARY HELP, people working for employment agencies who are subcontracted out to businesses at an hourly rate for a pe-riod of time specified by the business.

a. The agency pays the salary and benefits of the temporary help.

b. The organization pays the employ-ment agency an agreed-upon fig-ure for the services.

c. Temporary employees can be used when an organization is expanding and also when it is downsizing.

d. However, temporary employees lack commitment to the organiza-tion.

4. EMPLOYEE LEASING COMPANIES: a. provide permanent staff at

TEXT FIGURE 9.3Advantages and Disadvan-tages of Internal and Exter-nal Sources (Text page 243)

POWERPOINT 9-7Recruitment (Refers to text pages 242-243)

BONUS INTERNETEXERCISE 9-1Job Search Via the InternetThis Internet exercise ex-plores online job search en-gines such as monster.com. See complete exercise on page 9.Error: Reference source not found of this man-ual.

BONUS CASE 9-1Should You Hire a Former Employee?Former employees some-times ask employers to hire them back. Is this a good idea? See complete case, dis-cussion questions, and sug-gested answers on page 9.Er-ror: Reference source not found of this manual.

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LECTURE OUTLINE LECTURE NOTEScustomer companies

b. issue the workers’ paychecks c. take care of personnel matters d. ensure compliance with workplace

regulationse. provide various employee benefits

B. Legal Considerations in the Recruit-ment Process

1. The courts have ruled some methods of recruitment to be discriminatory.

2. The Equal Employment Opportunity Commission (EEOC) provides sugges-tions to help eliminate discrimination in recruitment.

3. Growth-oriented companies use diver-sity as a positive influence on staffing.

IV. SELECTIONA. The selection process involves choosing

from applicants those most likely to suc-ceed in the job.

B. Who Makes the Decision? 1. Often the human resource department

does the initial screening, but leaves the final selection to the department manager.

2. Sometimes the HR department is responsible for both screening and selection.

3. Another approach is to involve peers in the selection decision.

C. Legal Considerations in the Selection ProcessLEARNING OBJECTIVE 3

POWERPOINT 9-8Selection (Refers to text page 244)

POWERPOINT 9-9Selection (continued)(Refers to text pages 244-

CHAPTER 9: Organizing People 9.5

LECTURE OUTLINE LECTURE NOTESDistinguish between affirmative action and re-verse discrimination. (Text pages 244-246)

1. Many laws prohibit discrimination in employee selection.

2. An AFFIRMATIVE ACTION PLAN (AAP) is a written document outlining specific goals and timetables for reme-dying past discriminatory actions.

a. All federal contractors that meet certain conditions are required to develop written AAPs.

b. The Office of Federal Contract Compliance Program (OFCCP) monitors these programs.

3. Organizations without AAPs should identify employment practices that have discriminatory effects.

4. REVERSE DISCRIMINATION is pro-viding preferential treatment for one group (e.g., minority or female) over the other group (e.g., which male) rather than merely providing equal opportunity.

246)

TEXT FIGURE 9.4EEOC’s Suggestions for Developing an Affirmative Action Plan (Text page 245)

ETHICAL MANAGEMENT (Text page 245)

An employee working in the HR department overhears an employee discussing a personal com-mitment to purchase a new house to provide space for a new child in the family. But the HR employee also knows of plans to make personnel changes, including the position of this same person. Should this personal information be communicated to the director of HR?

Sharing personal information about employees has many implications and therefore has to be handled with care. Hearing information second hand and assuming it is true can be treacherous. In this case, you have to consider what loyalty is – are you loyal to your employer or do you place more value on loyalty to a coworker? Sharing your inside information with the coworker could cause trouble for you and your chances for advancement in the company. Discussing the situation with your boss in HR is also problematic. Personnel decisions should be made based on the work performance of an individual, not his or her family situation. Imagine the ethical implications of sparing a male worker and laying off a working mother instead. Would your boss want to know this information? Would it make a difference?

9.6 MANAGEMENT: A REAL WORLD APPROACH: Instructor’s Resource Manual

LECTURE OUTLINE LECTURE NOTESIs the layoff a done deal, or just a trial balloon? How are you going to feel about yourself for each ac-tion?

D. Selection Procedure 1. The preliminary screening and prelimi-

nary interview eliminate candidates who are obviously not qualified for the job.

E. Testing 1. TESTS provide a sample of behavior

that is used to draw inferences about the future performance of an individ-ual.

a. APTITUDE TESTS measure a person’s capacity or potential to learn.

b. PSYCHOMOTOR TESTS mea-sure a person’s strength, dexterity, and coordination.

c. JOB KNOWLEDGE TESTS mea-sure the job-related knowledge possessed by a job applicant.

d. PROFICIENCY TESTS measure how well the applicant can do a sample of the work to be performed.

e. INTEREST TESTS determine how a person’s interests compare with the interests of successful people in a specific job.

f. PSYCHOLOGICAL TESTS attempt to measure personality characteristics.

g. POLYGRAPH TESTS, known as lie detector tests, record physical changes in the body as the test

TEXT FIGURE 9.5Steps in the Selection Process (Text page 246)

POWERPOINT 9-10Selection (continued)(Refers to text pages 246-248)

CHAPTER 9: Organizing People 9.7

LECTURE OUTLINE LECTURE NOTESsubject answers a series of ques-tions.

2. Employment tests must be valid and reliable.

a. TEST VALIDITY refers to the extent to which a test predicts a specific criterion.

b. TEST RELIABILITY refers to the consistency or reproducibility of the results of a test.

3. There are three methods to determine test reliability: test-retest, parallel forms, and split halves.

F. Background and Reference Checks 1. Contacting personal and academic ref-

erences has limited value. 2. Previous employers can supply the

most objective information, but usually provide only the following information:

a. whether the applicant worked there

b. what the employee’s dates of employment were

c. what position he or she held 3. If a job applicant is rejected because

of information in a credit report, the ap-plicant must be given the name and address of the credit reporting agency.

PROGRESS CHECK QUESTIONS (Text page 248)

1. What are the six broad categories of information that may be included in a skills inventory?

2. Explain the human resource planning (HRP) process.3. Summarize the seven significant government bills

and laws that have affected human resource planning.4. What are the six general categories of tests that orga-

9.8 MANAGEMENT: A REAL WORLD APPROACH: Instructor’s Resource Manual

LECTURE OUTLINE LECTURE NOTESnizations use in the selection process?

V. EMPLOYMENT INTERVIEWA. The employment interview supplements

information gained in other steps.B. Types of Interviews 1. The STRUCTURED INTERVIEW is an

interview conducted using a predeter-mined outline.

a. The interviewer maintains control of the interview so all information is covered systematically.

b. Use of structured interviews in-creases reliability and accuracy.

c. In the SEMISTRUCTURED INTERVIEW, the interviewer pre-pares the major questions in ad-vance, but has the flexibly to use other techniques.

d. The SITUATIONAL INTERVIEW uses projective techniques to put the prospective employee in ac-tion situations that might be encountered on the job.

2. UNSTRUCTURED INTERVIEWS are conducted without a predetermined checklist of questions.

a. This type of interview is suscepti-ble to the personal biases of the interviewer.

b. However it provides a more re-lated atmosphere.

3. Other interviewing techniques: a. The STRESS INTERVIEW is

designed to place the interviewee

LECTURE LINK 9-3Interview BlundersIn a survey, executives re-vealed some of the more un-usual interviews they had conducted. See complete lec-ture link on page 9.Error: Reference source not found of this manual.

POWERPOINT 9-11Employment Interview(Refers to text pages 248-249)

CHAPTER 9: Organizing People 9.9

LECTURE OUTLINE LECTURE NOTESunder pressure.

b. In the BOARD (OR PANEL) INTERVIEW, two or more inter-viewers conduct the interview.

c. The GROUP INTERVIEW ques-tions several interviewees together in a group discussion.

C. Problems in Conducting Interviews 1. The reliability and validity of most

interviews is questionable. 2. Interview pitfalls: a. Interviewers’ personal biases can

play a role. b. The HALO EFFECT occurs when

the interviewer allows a single prominent characteristic to domi-nate judgment of all other traits.

c. The behavior of interviewees may not be the same when they are on the job.

POWERPOINT 9-12Employment Interview (continued) (Refers to text pages 249-251)

CASE INCIDENT 9.1The Employment Interview (Text page 250)

Jerry Sullivan is interviewing candidates to replace an employee at a large insurance company. While he expects to interview Barbara Riley at her scheduled 9 a.m. interview, he gets a call from his boss (just returning from vacation), and talks with the boss until 9:30 a.m. At 9:30 a.m. he invites Bar-bara in to his office for the interview and takes another call from IBM regarding some equipment deliv-ery. Now the interview begins at 9:40 a.m. After a brief discussion with Ms. Riley about her education and her comment that this would be her first full time job, the next schedule interview person arrives and cuts their meeting short.

1. Outline the inadequacies of this interview.

Interviewing is an extremely nerve-racking activity for many people for many reasons. Many people are very nervous and may not give an accurate reflection of their ability to do the respective job. In this interview, the interviewer’s job is to find the best applicant through a structured, careful plan of

9.10 MANAGEMENT: A REAL WORLD APPROACH: Instructor’s Resource Manual

LECTURE OUTLINE LECTURE NOTESquestions to determine the applicants potential fit for the job. In this case, the interviewer did not make the applicant at ease because of his lateness and other distractions, did not have a systematic list of fair questions to judge the applicant’s potential for the job, and finished the interview abruptly with no sense of what the company was looking for or and how this position might relate to her qualifications.

The most egregious interview error was the final questioning by Jerry. He asked if she were married and if she had children. Both questions are inappropriate and violate basic equal employment opportunity regulations. The fact that Barbara has children does not make her more or less likely to be a good employee. If Jerry wanted to know about her flexibility, he could have asked if she would be able to travel for the job. That question deals with work performance, not personal information.

2. What information did Jerry learn?

Jerry did not find out any real information about the applicant that he had not already learned based on their short conversation on her education. He learned nothing about any job-related experiences or educational achievements that might qualify her for the job. Jerry did ask personal questions relating to her marital status and family obligations that were not appropriate because they do not relate directly to her qualifications for the job that he is seeking to fill.

3. What do you think of Jerry’s last questions?

The personal question again does not relate to the candidate’s ability to directly handle the job duties, and it should not be asked. The questions have no relevance on the person’s ability to do the as-signed job.

4. What questions would you have asked? Why?

To learn more about the applicant, students should be able to give a list of questions that the feel would be good interview questions, such as the applicants strengths and weaknesses, specifics of her ed-ucational degree, type of job she would like to have, size of company she would like to work for, goals for the next three to five years, etc.

D. Conducting Effective Interviews 1. Interviewers should be carefully

selected and trained. 2. The interview should be planned to

make sure that all questions are asked.

3. The interviewer should try to put the applicant at ease.

4. The interview facts should be recorded immediately.

5. The effectiveness of the interview

POWERPOINT 9-13Employment Interview (continued) (Refers to text pages 251-252)

TEXT REFERENCEStudy Skills Box: Importance of Good Communication Skills!Many business situations call for good communication

CHAPTER 9: Organizing People 9.11

LECTURE OUTLINE LECTURE NOTESprocess should be evaluated.

E. Personal Judgment 1. The final step is to make a personal

judgment about which individual to select for the job.

2. When none of the applicants is satis-factory, adjustments must be made.

skills. (Box in text on page 252.) An additional exercise and discussion is available in this chapter on page 9.Error: Reference source not foundError: Reference source not foundError: Reference sourcenot found.

VI. TRANSFERS, PROMOTIONS, AND SEPARATIONSA. A transfer involves moving an employee to

another job at approximately the same level in the organization with basically the same pay and status.

1. Planned transfers can be an excellent development technique.

2. They can also balance workloads between departments.

3. Transferring a “problem employee” to an unsuspecting manager can be a problem.

B. A promotion moves an employee to a job involving higher pay, higher status, and higher performance requirements.

1. Most organizations use merit and seniority as promotion criteria.

2. Union contracts require that seniority be considered in promotions.

3. Basing promotions on merit can reward performance.

4. However, success in one job does not guarantee success in another job.

C. A separation involves either voluntary or in-voluntary termination of an employee.

POWERPOINT 9-14Transfers, Promotions, and Separations (Refers to text pages 252-253)

9.12 MANAGEMENT: A REAL WORLD APPROACH: Instructor’s Resource Manual

LECTURE OUTLINE LECTURE NOTES 1. In voluntary separation, the exit

interview can help determine why the employee is leaving.

2. Involuntary separations involve termi-nations and layoffs.

a. Layoffs occur when there is not enough work for all employees.

b. A termination occurs when an em-ployee is not performing his or her job.

c. Terminations are costly.

PROGRESS CHECK QUESTIONS (Text page 253)

5. Explain the six most common types of interviews.6. What is the halo effect?7. What five things should you do to increase the effec-

tiveness of the interviewing process?8. “Terminations should only be made as a last resort.”

Do you agree with this statement? Why or why not?

CHAPTER 9: Organizing People 9.13

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VII. UNDERSTANDING WORK GROUPS AND TEAMS

LEARNING OBJECTIVE 4Explain formal and informal work groups. (Text pages 253-256)

A. Formal Work Groups 1. Management establishes FORMAL

WORK GROUPS established and for-mally recognized by the organizing function of management.

2. A task force is a formal group that has a single goal.

3. The command or functional group con-sists of a manager and all the employees he or she supervises.

B. Informal Work Groups 1. INFORMAL WORK GROUPS are

groups that result from personal con-tacts and interactions among people and are not formally recognized by the organization.

a. In the interest group members share a purpose or concern.

b. Friendships emerge naturally and fill important social needs.

2. Informal work groups affect productiv-ity, morale, and managerial success.

a. They can create a shared sense of loyalty.

b. When employees band together to share fears or complaints, informal groups work against organiza-tional goals.

3. Informal groups are very powerful. a. The Hawthorne Studies discov-

POWERPOINT 9-15Understanding Work Groups and Teams(Refers to text pages 253-254)

9.14 MANAGEMENT: A REAL WORLD APPROACH: Instructor’s Resource Manual

CASE INCIDENT 9.2One of the Gang? (Text page 262)

Ruth has been selected to be the supervisor of a work group of which she was previously a mem-ber. Her former group was noted for its nonproductivity in the department. Ruth understands the thinking of this informal group and now is being asked to supervise them and make the situation a productive one.

1. Did the company make a good selection in Ruth? Explain.

In many ways it has. By identifying with the true spirit of this group, she can work directly to change the lackluster attitude toward their jobs. The overall departmental production needs to be changed, and Ruth could be the right selection to make this happen.

2. What suggestions would you make to Ruth?

Informal groups become single-minded and control the actions of all members in a process called group conformity. This can lead to a level of groupthink, in which individuals lose their ability to think as individuals. Ruth understands this process and the need to change the psyche of the group. Her first step will be making the group understand the potential positives for the group as a whole if their attitudes change to working towards some new, common goals rather than functioning as an outcast group with a lot of talent.

3. How do you think the team will react to “one of their own” as team leader?

Initially, with reservations. If they feel Ruth has “sold out” to management, they may not want to respond to her in the new role. However, if Ruth is able to maintain a sense of group identity and facili-tate a role reversal, she may have more success. Ruth may want to consider ways to highlight the condi-tions and situations of this group (Hawthorne Effect). Giving special attentions to groups of workers can have a more effective outcome.

4. Are informal work groups always opposed to working toward organizational goals? Explain.

Not in today’s work environment. Workers have many challenges to face, both personal and pro-fessional, and if they can make the work environment a productive one, it can be a source of positive in-fluence on their life as a whole.

THE WORLD OF WORKThe Taco Barn Survives the Experiment (Text page 264)

Taco Barn employees present their ideas on inventory and food ordering to Tony and do an out-standing job, making their case for the new improvements. Tony is impressed and plans to send the report on the proposed changes to Dawn for her input.

1. Why didn’t Tony come up with all these ideas? If they were obvious to his crew, surely they should have been obvious to him as the unit manager?

Work teams have the ability to collaborate and find new ways of doing same tasks. When a col-lective sense of ownership and trust is formed among workers, they can divert their energy into activities that can form a motivated work team able to help solve schedules, operational decisions, set priorities, job duties, and share leadership responsibilities.

CHAPTER 9: Organizing People 9.15

2. How do you think this project will change the atmosphere at Tony’s Taco Barn?

Whenever employees are part of the solution, there is a sense of pride and ownership in the work environment. Employees are more often effective when they are directly tied into a work group that they have a real connection to than when they are isolated, taking orders from a direct supervisor.

3. Do you think Dawn will adopt some of these ideas? Why or why not?

Part of management duties is to find productivity in workers and to find new ways to get the same results at lower costs. In this case, Dawn should be able to see how employee productivity affects bottom line costs and take pride in passing on the employee successes that are an extension of her indirect super-vision.

4. Would you want the opportunity to be involved in a project like this? Why or why not?

Great chance to see how students react to work group situations by learning who would be leader types and how each student looks at the team concept.

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