Final Exam Study Guide - Eean crawford PDF

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Management Final Exam Study Guide

Lecture Only Textbook Only Lecture Title Lecture and Text Main Heading

Lecture 14: Managing Human Resources Lecture Only People Centered Practices Protection of job security o Make rigorous promises to employees that their jobs will be safe o People come to work ready to go if they know they have job security o Companies are prematurely letting people go that could ultimately help them o Research finds that companies become less profitable once they lay off people (takes 3 years to get back to normal) Rigorous Hiring Process o Take longer time to hire people (like getting married, not going on a date) o In the hiring process, they screen for attributes and values that are really hard to train o Easier to teach the job than to teach them to blend with the company (IT example) Employee Empowerment o Demotivates employees when you take away their freedom o Let them feel responsible over their own work Compensation Linked to Performance o High levels of pay o Once employees feel like they’re owners of the firm’s performance, they work harder to succeed o Make $75,000 a year for family of four to feel financially stable Comprehensive Training o Teach you not just how to do your job, but the ins and outs of the company, how to identify problems, take initiative o The more skills you have, the more value you have to the company Reduction of Status Differences o Let everyone feel included by: dress, titles, organization of offices, pay levels Sharing of Key Information o Share key info with ALL employees about: company performance, strategy o Conveys the employees are trusted and part of the team o Share company secrets with entry level employees

1/8 Rule “One must bear in mind that 1/2 of organizations won’t believe the connection between how they manage their people and the profits they earn. 1/2 of those who do see the connection will do what many organizations have done -- try to make a single change to solve their problems, not realizing that the effective management of people requires a more comprehensive and systematic approach. Of the firms that make comprehensive changes, probably only 1/2 will persist with their practices long enough to actually derive economic benefits. Since ½ times ½ times ½ equals 1/8, at best 12 percent of organizations will actually do what is required to build profits by putting people first.” General Model of Human Resources

Recruiting Technique Success Rates o “Getting the right people on the bus” o Worry less about where the bus is going, worry about getting people on the bus and in the seats o it doesn’t matter where the company is going, because with the right “passengers”, you can go anywhere Internal o recruiting from within the company o benefit: already know the company External o recruiting from outside the company o benefit: allows for new perspective o a lot of the time, someone internally refers an external. It’s all connected!

Tips for Recruiting o use social networks of existing employees and friends o use personal contact o TARGET (what is desired for performance? The qualifications? Where will you find people who fit? Target online better than broad) o carefully proofread all ads Characteristics of Good Training Training: o guided experience to change employee behavior and/or attitudes o only one way to help people learn Good Training Programs: o clarify objectives, use them to select methods (ex 11.8 p 240): help people understand why/the purpose of their training o maximize similarity between the training and the job: transfer the training by making the training environment as similar to the real job as possible o convey general principles: don’t give an answer for every single situation, overlap situations and give general answers o provide variety of examples: after stating a principle, tell an example of the principle being used o provide practice and feedback: o use questions to guide attention and encourage active thought: ask good questions by making it a non-yes/no question or making the answer obvious. Make them think

Development Options o education: companies will pay for you to get additional education because once you gain those skills, they can promote you and you add value to the company o assessment and feedback: companies will pay for you to take tests and get certifications o work experiences: done through structured job rotation programs through different areas of the company so the employee can find their best fit o relationships: assign employee a mentor/trainer Managers as Teachers o explain basic concepts (TELL) o demonstrate performance (SHOW) o solicit practice (WATCH) o provide constructive feedback (ENCOURAGE) Lecture and Text Job Analysis, Description, and Specification List of duties, responsibilities, and qualifications Developed via job analysis o work centered for job description o worker centered for job description o hybrid=most common Structured and Unstructured Interviews Unstructured Interviews o no fixed questions or systematic scoring o shortcomings: susceptible to distortion and interviewer bias (low validity) o Avoid questions involving: children, age, arrest records, religion, disabilities, etc. Structured Interview: a set of standardized job-related questions Questions like: o hypothetical situations (what would you do if…) o past behavior (tell me about a time when…) o background (tell me more about this on your resume) o job knowledge or sample (there is a right answer/like a quiz question) o case interview (how do you think under pressure) Appraisal Options o evaluating employee performance relative to standards o objective measures (best) o subjective ratings: graphic rating scale 1-10 (worst), BOS/BARS (better) o fraught with problems-train managers to rate

Textbook Only EEOC & BFOQ Equal Employment Opportunity Commission o Advises that while it’s appropriate to conduct background checks later in the hiring process, applicants shouldn’t be asked about criminal records on application forms o Concerned this could lead to racial discrimination Bona Fide Occupational Qualification o An exception in employment law that permits sex, age, religion, etc. to be used when making employment decisions, but only if they’re “reasonable necessary to the normal operation of that particular business” o Example: A Baptist church hiring a new minister can reasonable specify that being a Baptist rather than a Catholic or Presbyterian is a “bona fide occupational qualification” o AKA, BFOQ is a reason to make a hiring decision based off of what you’re looking for Guidelines for Effective Interviews Planning the Interview o Identify and define the Knowledge, Skills, Abilities, and Other (KSAO) characteristics needed for successful job performance o For each essential KSAO, develop key behavior questions that will elicit examples of past accomplishments, activities, and performance o For each KSAO, develop a list of things to look for in the applicant’s responses to key questions Conducting the Interview o Create a relaxed, non-stressful interview atmosphere o Review the applicant’s application form, resume, and other info o Allocate enough time to complete the interview without interruption o Put the applicant at ease; don’t jump right into heavy questions o Tell the applicant what to expect; explain the interview process o Obtain job-related info from the applicant by asking those questions prepared for each KSAO o Describe the job and the organization to the applicant; applicants nee dade4quate info to make a selection decision about the organization After the Interview o Immediately after the interview, review your notes and make sure they’re complete o Evaluate the applicant on each essential KSAO o Determine each applicant’s probability of success, and make a hiring decision Training Objectives and Methods Objective: Impart Information and Knowledge Methods: o Films and Videos (Effectively hold trainees attention) o Lectures (Trainees listen to oral presentations) o Planned Readings (Trainees read stuff before attending training)

Objective: Develop Analytical and Problem-Solving Skills Methods: o Case Studies (Cases are analyzed and discussed in small groups) o Coaching and Mentoring (Informal advice, suggestions, and guidance from managers) o Group Discussions (Small trainee groups actively discuss specific topics) Objective: Practice, Learn, or Change Job Behaviors Methods: o On-the-Job Training (Trainees are assigned to experienced employees) o Role-Playing (Trainees assume job-related roles and practice situations) o Simulations and Games (Experiential exercises that are in a low-cost setting) o Vestibule Training (Procedures and equipment are set up and used by trainee) Objective: Impart Information and Knowledge; Develop Analytical and Problem-Solving Skills; and Practice, Learn, or Change Job Behaviors Methods: o Computer-Based Learning (Interactive videos, software, internet, etc.) Terminating Employees o Firing shouldn’t be the first option! o When problems arise, the employee should be informed about the seriousness of the situation. Then, give them a sufficient amount of time to change their behavior o “If the employee doesn’t expect it and know what’s coming, you’re not doing your job as a manager” o AKA, the employee should fully understand the issues that would lead to the firing so that they can fix them, before you actually fire them Functional and Dysfunctional Turnover Employee Turnover: the loss of employees who voluntarily choose to leave the company Function Turnover: the loss of poor-performing employees who choose to leave the organization; this usually makes the company bring in more money Dysfunctional Turnover: the loss of high performers who choose to leave; this makes the company lose money

Lecture 15: Motivation Lecture Only Individual Motivating and Job Performance Equation Motivation: set of forces that initiates, directs, and make people persist in their efforts to pursue a goal Importance: o understanding yourself and others o performance= ability (can do) X motivation (will do) Needs Theories (Similarities and Differences) o Needs (maslow, Alderfer, mcclelland): people are motivated to satisfy their unmet needs. Identify gap between what they want and what they have, close that gap o Rewards (intrinsic and extrinsic) Mccelland needs theory o Different people motivated by different needs: o Affiliation (nAff) o Achievement (nAch) o Power (nPow) o What motivates you? Alderfer ERG Theory Three fundamental needs, all have to varying degrees: o Existence (safety and physiological needs) o Relatedness (belongingness) o Growth (esteem and self-actualization) o E and R are less motivating as they’re met, G is more motivating Process: o goal setting theory o equity theory o fairness theory o expectancy theory o reinforcement theory Job Characteristics

Goals Goal Setting Theory -SMART goals: set specific/difficult goals. You’ll see better performance than if you set easy/vague goals -Locke & Lathan (1990) reviewed over 300 studies to find goals work best when: -goals are difficult and specific -person is committed to pursuit of goals -person has confidence in attainment (not in book) -feedback is provided -task is fairly well learned (not in book) Latham and Baldes Study

Equity Theory

Fairness Theory Three perceptions of fairness: o distributive (this is equity theory) o procedural: people will be more okay with outcomes if they know it was fair o interactive: people want to be treated with kindness, dignity, and respect

Greenburg Study

Textbook Only Maslow Needs Theory Suggests that people are motivated by: o Physiological (food and water) o Safety (physical and economic) o Belongingness (friendship/love/social interaction)

o Esteem (achievement and recognition) o Self-actualization (realizing your full potential) Needs Hierarchy: o Needs need to be arranged in a hierarchy from low (physiological) to high (selfactualization) o people are motivated by their lowest unsatisfied need o as they meet each need, the move up from low to high

Reinforcement Theory The theory that behavior is a function of its consequences, that behaviors followed by positive consequences will occur more frequently, and that behaviors followed by negative consequences, or not followed by positive consequences, will occur less frequently Relevance to Managers: Managers should: o Identify (single out behaviors) o Measure (determine baseline frequencies of these behaviors) o Analyze (study the causes/consequences of these behaviors) o Intervene (change the organization by using reinforcement to increase frequency of behaviors) o Evaluate (assess the extent that the intervention changed employee’s behavior)

Expectancy Theory Valence: the attractiveness or desirability of a reward or outcome Expectancy: the perceived relationship between effort and performance Instrumentality: the perceived relationshi8p between performance and rewards MOTIVATION=VALENCExEXPECTANCYxINSTRUMENTALITY Relevance to Managers Managers can: o systematically gather information to find out what employees want from their jobs -take steps to link rewards to individual performance in a way that’s clear and understandable to employees o empower employees to make decisions if management really wants them to believe that their hard work and effort will lead to good performance

Lecture 16: Leadership Lecture and Text Leadership and Management Defined Leadership: inspiring, influencing, guiding others in a common effort Management: planning, organizing, controlling, and allocating resources in a common effort 4 Types of Leadership Theory Trait Theories The search for universal characteristics of leaders Leaders differ that non-leaders in: o drive o desire to lead o honesty and integrity o self-confidence o emotional stability o cognitive abilities o knowledge of business (based on experience) Height: you should be paid more if you’re taller Leaders are not born, they’re made Behavioral Style Theories o WWII studies of the patterns of leader behaviors/styles rather than leader traits o today generally referred to as: o initiating structure: job-centered leadership/concern for production o consideration: employee-centered leadership/concern for people Situational Theories General logic o no particular leaders is best in all situations o leaders should adapt or be matched to the situation Transformational Leadership o idealized influence (role model) o inspirational motivation (meaning) o intellectual stimulation (questions) o individual consideration (listens)

o a transformational leader is one who can generate awareness and acceptance of a groups’ mission/purpose and transforms people to look beyond themselves and instead to work for the good of a group 7 Traits Common to Leaders o drive o desire to lead o honesty and integrity o self-confidence o emotional stability o cognitive abilities o knowledge of business (based on experience) Height: you should be paid more if you’re taller Two general leader behavioral styles from WWII studies WWII studies of the patterns of leader behaviors/styles rather than leader traits o today generally referred to as: o initiating structure: job-centered leadership/concern for production o consideration: employee-centered leadership/concern for people Logic of situational theories: Fiedler model (Text Only, Sec 14-3, pp. 302-306) Contingency Theory: a leadership theory states that to maximize work group performance, leaders must be matched to the situation that best fits their leadership style Situational Favorableness: the degree to which a particular situation either permits or denies a leader the chance to influence the behavior of group members Leader-Member Relations: the degree to which followers respect, trust, and like their leaders Task Structure: the degree to which the requirements of a subordinates tasks are clearly specified Position Power: the degree to which leaders are able to hire, fire, reward, and punish workers Logic of situational theories: Hersey and Blanchard model -how do you define the situation that a leader faces? By the maturity of the group their leading (how willing and able are those followers to take responsibility for the tasks they’re facing) -graphics are related

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Main point FastCompany Weil article on Tichy o leadership is about change o every leader tells a story

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o The best way to get people to venture into unknown terrain is to make it desirable by taking them there in their imaginations (AKA telling a story) o three separate stories: Who Am I, Who We Are, and Where We Are Going o practice before you preach

Components of transformational leadership (Text Sec 14-6b, pp. 316-318) Transformational Leadership: leadership that generates awareness and acceptance of a group’s purpose and mission and gets employees to see beyond their own needs and self-interests for the good of the group Components: Charismatic Leadership or Idealized Influence: means that transformational leaders act as role models for their followers Inspirational Motivation: means that transformational leaders motivate and inspire followers by proving meaning and challenge to their work Intellectual stimulation: means that transformational leaders encourage followers to be creative and innovative, to question assumptions, and to look at problems and situations in new ways even if their ideas are different from those of leaders Transactional Leadership: leadership based on exchange process in which followers are rewarded for good performance and punish for poor performance

Barling et al. Study

Lecture 17: Communication and Influence Lecture Only Estimated Prevalence of Email and Meetings o Microsoft diary study of 11 professionals found: 23% of daily tasks involved “email” o Average number of worldwide email message daily: 25 billion of which 15% are spam o Average number of Dr. Crawford’s emails per day: 54 emails per day o Luong & Rogelberg (2005) studied 37 U.S. administrative workers in-depth: o Average meetings per day: three o Average time in meetings: 158 minutes o More meetings per day – more tired! o Recall what we already learned about how to run meetings. It matters!! Non-verbal Behaviors and Effects o Body Language, Facial Expressions o Intonation and Pitch o Note: You are always sending a message, even when you aren’t speaking… o Nonverbal feedback from managers affects employee behavior: o POSITIVE: Smiles, head nods, eye contact

o NEGATIVE: Frowns, head shaking, no eye contact, eye rolling o Positive feedback builds good interpersonal relations Tips on communicating with email o Be clear and concise o Use subject line effectively: summarize entire email in 6 words o Rarely use graphics/attachments o Never assumer privacy: no going back o Inform recipient about replying o Always include your name and other relevant info o Business emails shou9ld read like a business letter: head, closing, proofread o For class emails: include your section number, name o air on the side of formality Types and outcomes of influence Influence Tactics: o consultation o rational persuasion: using logic and facts to persuade o Inspirational appeals: emotional proposal that increases enthusiasm/motivation o Integrating tactics: put them in a good mood first Top 4: informal power/Bottom 4: formal power o coalition tactics: increase number of people in cause “it’s not just me, it’s all of us” o pressure tactics: threaten them “do this or else” o upwards appeals: persuade by appealing to authority, “boss is asking” o exchange tactics Outcomes: o Resistance o Compliance o Acceptance Culture Differences: ? Textbook Only Perception Process and Problems Process:

Perception: the process by which individuals attend to, organize, interpret, and retain information from their environments Perceptual Filters: the personality, psychology, or experience-based differences that influence people to ignore or pay attention to particular stimuli Problems: Selective Perception: the tendency to notice and accept objects and information consisten...