Final Exam Study Guide - Retyped PDF

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Eean Crawford...

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

General Mode of Human Resources Recruitment & Selection  Desired Performance  Compensation & Rewards, Performance Appraisal & Management, Training & Development Recruiting Techniques Success Rates  “Getting the right people on the bus”  Worry less about where the bus is going, worry about getting people on the bus and in the right seats  It doesn’t matter where the company is going, because with the right “passengers”, you can go anywhere Internal  Recruiting from within the company  Benefit o Already know the company External  Recruiting from outside the company  Benefit o Allows for a new perspective  A lot of the time, someone internally refers someone external o Its all connected! How Diverse Candidates Search for and Find Jobs  Top 5 Search Methods 1. Corporate websites 2. General job-listing sites 3. Classified Ads 4. Referrals 5. Headhunters/agencies  Top 5 Ways Candidates Found Jobs 1. Referrals 2. General job-listing sites 3. Headhunters/agencies 4. Classified ads 5. Corporate web sites Tips for Recruiting  Use social networks of existing employees and friends  Use personal contacts  TARGET o What is desired performance? o The qualifications? o Where will you find people who fit? o Target online better than broad  Carefully proofread all ads Characteristics of Good Training Training

 Guided experience to change employee behavior and/or attitudes  Only one way to help people learn Good Training Programs  Clarify objectives, use them to select methods o Help people understand why/the purpose of their training  Maximize similarity between the training and the job o Transfer the training by making the training environment as like the real job as possible  Convey general principles o Don’t give an answer for every single situation, overlap situations and give general answers  Provide a variety of examples o After stating a principle, tell an example of the principle being used  Provide practice and feedback  Use questions to guide attention and encourage active thought o Ask good questions by asking it as a non-yes/no question or making the answer obvious o Make them think Development Options  Education o Companies will pay for you to get additional education because once you gain those skills, they and promote you and you add value to the company  Assessment and feedback o Companies will pay for you to take tests and get certifications  Work experiences o Done through structured job rotation programs through different areas of the company so the employee can find their best fit  Relationships o Assign employee a mentor/trainer Managers as Teachers  Explain basic concepts o TELL  Demonstrate performance o SHOW  Solicit practice o WATCH  Provide constructive feedback o ENCOURAGE Job Analysis, Description, and Specification  List of duties, responsibilities, and qualifications Developed Job Analysis  Work centered for job description  Worker centered for job description

 Hybrid = most common Structured and Unstructured Interviews Unstructured Interviews  No fixed questions or systematic scoring  Shortcomings o Susceptible to distortion and interviewer bias (low validity)  Avoid questions involving o Children, age, arrest records, religion, disabilities, etc. Structured Interviews  A set of standardized job-related questions Questions Like:  Hypothetical Questions o What would you do if…  Past Behavioral o Tell me about a time when…  Background o Tell me more about this on your resume…  Job Knowledge or Sample o There is a right answer o Like a quiz question  Case Interview Question o How do you think under pressure? Appraisal Options  Evaluating employee performance relative to standards  Objective measures (best)  Subjective ratings o Graphic rating scale 1-10(worst) o BOS/BARS (better)  Fraught with problems-train managers to rate EEOC & BFOQ Equal Employment Opportunity Commission  Advises that while its appropriate to conduct background checks later in the hiring process, applicants shouldn’t be asked about criminal records on application forms  Concerned this could lead to racial discrimination Bona Fide Occupational Qualification  An exception in employment law that permits sex, age, religion, etc. to be used when making employment decisions, but only if they are reasonable necessary to the normal operation of that business  Example o A Baptist church is hiring a new minister can reasonable specify that being a Baptist rather than Catholic or Presbyterian is a “bona fide occupational qualification” o AKS, BFOQ is a reason to make hiring decisions based off what you are looking for

Guideline for Effective Interviews Planning the Interview  Identify and define the Knowledge, Skills, Abilities, and Other (KSAO) characteristics for successful job performance  For each essential KSAO, develop key behavior questions that will elicit examples of past accomplishments, activities, and performance  For each KSAO, develop al list of things to look for in the applicant’s responses to key questions Conducting the Interview  Create a relaxed, non-stressful interview atmosphere  Review the applicant’s application form, resume, and other info  Allocate enough time to complete the interview without interruption  Put the applicant at east; don’t jump right into heavy questions  Tell the applicant what to expect; explain the interview process  Obtain job-related info from the applicant by asking those questions prepared for each KSAO  Describe the job and organization to the applicant; applicant need adequate info to make a selection decision about the organization After the Interview  Immediately after the interview, review your notes and make sure they are complete  Evaluate the applicant on each essential KSAO  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 trainee’s 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 low-cost setting o Vestibule training  Procedures and equipment are set up and used by trainees Objective: Impart Information Knowledge; Develop Analytical and Problem-Solving Skills; and Practice, Learn, or Change Job Behaviors  Methods o Computer-based learning  Interactive videos, software, internet Terminating Employees  Firing shouldn’t be the first option  When problems arise, the employee should be informed about the seriousness of the situation. Then give them an enough time to change their behavior  “If the employee doesn’t expect it and know what’s coming, you’re not doing your job as a manger”  AKA, the employee should fully understand the issues that would lead to the firing so that they can fix them, before you fire them Functional and Dysfunctional Turnover  Employee turnover o The loss of employees who voluntarily choose to leave the company  Function turnover o The loss of poor-performing employees who choose to leave the organization; this usually makes the company bring in more money  Dysfunctional turnover o The loss of high performers who choose to leave; this makes the company lose money

Motivation 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  Understanding yourself and others  Performance = ability (can do) X motivation (will do) Needs Theories (Similarities and Differences)  Needs (Maslow, Aldefer, McClelland) o People are motivated to satisfy their unmet needs o Identify gap between what they want and what they have, close that gap o Rewards (intrinsic and extrinsic) McClelland Needs Theory  Different people motivated by different needs o Affiliation (nAff)  People desire to have satisfying social relationships  Be considered a friend, be loved/admired o Achievement (nAch)  Desire to accomplish challenging goals  To achieve and master different objectives  Master new tasks and situations as you gain competence and skills o Power (nPow)  People who have a desire to influence or teach or persuade or guide other people  He finds people are primarily motivated by one of these over the other and which need that is dominant changes depending on the person  He says these are learned needs and not inherently born into you  You learn them from social environments you grew up in Alderfer ERG Theory  Three fundamental needs, all have varying degrees o Existence  Safety and physiological needs o Relatedness  Belongingness o Growth  Esteem and self-actualization  Existence and Relatedness are less motivating as they are met, growth is more motivating Process:  Goal setting theory  Equity theory  Fairness theory  Expectancy theory  Reinforcement theory

Job Characteristics  Skill Variety, task identity, task significance experienced meaningfulness of work  high motivation, high performance, and high satisfaction  Autonomy  experienced responsibility of work outcomes high motivation, performance, and satisfaction  Feedback  knowledge of work results  high motivation, performance, and satisfaction THESE ARE EMPLOYEE GROWTH NEED STRENGTH Goals Goal Setting Theory  SMART goals o Set specific/difficult goals o You’ll see better performance than if you set easy/vague goals  Locke and Lathan o 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  Feedback is provided  Task is fairly well learned Lathan and Baldes Study (1975)  GRAPH**  Shows that after there was a goal set of how much weight they could carry on each trip there was a drastic increase in performance! Equity Theory Your outcomes/Your inputs = others outcomes/ others inputs  Do you perceive these to be in balance? (regardless if they really are) Your outcomes/Your inputs < others outcomes/others inputs  Underreward Inequity  What emotions do you feel in this case?  What methods can be used to restore equity? Your outcomes/Your inputs > others outcomes/others inputs  Overreward Inequity  What emotion do you feel in this case  What methods can be used to restore equity 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

Theft as a reaction to a temporary pay cut across conditions Inadequate Explanation o High increase of theft during the pay cut  Adequate Explanation o Medium increase of theft during the pay cut  Control (no pay cut) o Remained the same Maslow Needs Theory  Suggests that people are motivated by o Physiological  Food and water o Safety  Physical and economic o Belongingness  Friendship, love, and 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 behavior is a function of its consequences, that behaviors followed by positive consequences will occur more frequently, and that behaviors followed by a negative consequence, or not followed by positive consequences, will occur less frequently Relevance to Managers Managers Should:  Identify o Single out behaviors  Measure o Determine baseline frequencies of these behaviors  Analyze o Study the causes o Consequences of these behaviors  Intervene o Change the organization by using reinforcement to increase frequency of behaviors  Evaluate o Assess the extent that the intervention changed employee’s behaviors  

Expectancy Theory  Valence o The attractiveness or desirability of a reward or outcome  Expectancy o The perceived relationship between effort and performance  Instrumentality o The perceived relationship between performance and rewards MOTIVATION = VALENCE X EXPECTANCY X INSRTUMENTALITY Relevancy to Managers Managers Can:  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

Leadership Leadership and Management Defined  Leadership

o Inspiring, influencing, guiding others in a common effort  Management o Planning, organizing, controlling, and allocating resources in a common effort 4 Types of Leadership 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 are taller Leaders are not born, they are made Behavioral Style Theories  WWII studies of the patters of leader behaviors/styles rather than leader’s traits  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  No leader is best in all situations  Leaders should adapt or be matched to the situation Transformational Leadership  Idealized influence o Role model  Inspirational motivation o Meaning  Intellectual Stimulation o Questions  Individual consideration o Listens  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  Drive  Desire to lead  Honesty and integrity  Self-confidence

 Emotional stability  Cognitive abilities  Knowledge of business (based on experience) Two General Leader Behavioral Styles from WWII Studies  WWII studies patterns of leader behaviors/styles rather than leader traits o Today generally referred to as  Initiating structure  Job-centered leadership/concern for people  Consideration  Employee-centered leadership/concern for people Logic of Situational Theories: Fielder Model  Contingency theory o 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 o The degree to which a situation either permits or denies a leader the chance to influence the behavior of group members  Leader-member relations o The degree to which follower’s respect, trust, and like their leaders  Task structure o The degree to which the requirements of subordinate’s tasks are clearly specified  Position power o The degree to which leaders can hire, fire, reward, and punish workers Logic of Situational Theories: Hersey and Blanchard Model  How do you define the situation that a leader faces? o By the maturity of the group their leading  How willing and able are those followers to take responsibility for the tasks they are facing o Graphics are related Situation 1  Follower Readiness o Low  Follower Maturity o Unable o Unwilling o Insecure  Appropriate Leader Behavior o Telling  Leader style combination o HIGH initiating structure o LOW consideration  Leader behavior description o Provide specific instructions and closely supervise performance

Situation 2  Follower readiness o Moderate  Follower maturity o Unable o Willing o Confident  Appropriate leader behavior o Selling  Leader style combination o HIGH initiating structure o HIGH consideration  Leader behavior description o Explain decisions and provide the opportunity for clarification o Provide direction o Allow two way communication Situation 3  Follower readiness o Moderate  Follower maturity o Able o Unwilling o Insecure  Appropriate leader behavior o Participating  Leader style combination o LOW initiating structure o HIGH consideration  Leader behavior description o Share ideas o Mostly support group decision making Situation 4  Follower readiness o High  Follower maturity o Able o Willing o Confident  Appropriate leader behavior o Delegating  Leader style combination o LOW initiating structure o LOW consideration

Leader behavior description o Turn over responsibility for decisions and implementation FastCompany Weil article on Tichy  Leadership is about change  Every leader tells a story  The best way to get people to venture into unknown terrain is to make it desirable by taking them there in their imaginations (AKA story telling)  Three separate stories o Who am I o Who we are o Where we are going  Practice before you preach Components of Transformational Leadership  Transformational leadership o Leadership that generates awareness and acceptance of a groups prupose and mission and gest employees to see beyond their own needs and self-interests for the good of the group  Components o Charismatic leadership or idealized influence  Means that transformational leaders act as role models for their followers o Inspirational motivation  Means that transformational leaders encourage followers by proving meaning and challenge to their work o Intellectual motivation  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 o Transactional leadership  Leadership based on exchange process in which followers are rewarded for good performance and punished for poor performance 

Communication and Influence Estimated Prevalence of Email and Meetings  Microsoft diary study of 11 professionals found: 23% of daily tasks involved “email”  Average...