Ebook Human resource management (13th edition): Part 1 include of the following content: Chapter 1 introduction to human resource management; chapter 2 equal opportunity and the law; chapter 3 human resource management strategy and analysis; chapter 4 job analysis and the talent management process; chapter 5 personnel planning and recruiting; chapter 6 employee testing and selection; chapter 7 interviewing candidates; chapter 8 training and developing employees; chapter 9 performance management and appraisal; chapter 10 employee retention, engagement, and careers.
HUMAN RESOURCE MANAGEMENT THIRTEENTH EDITION GARY DESSLER FLORIDA INTERNATIONAL UNIVERSITY Boston Columbus Amsterdam Delhi Indianapolis Cape Town Mexico City Dubai Sao Paulo New York London Sydney San Francisco Madrid Hong Kong Milan Seoul Upper Saddle River Munich Paris Singapore Montreal Taipei Toronto Tokyo Editorial Director: Sally Yagan Acquisitions Editor: Brian Mickelson Editorial Project Manager: Sarah Holle Director of Marketing: Maggie Moylan Senior Marketing Manager: Nikki Ayana Jones Marketing Assistant: Ian Gold Senior Managing Editor: Judy Leale Production Project Manager: Kelly Warsak Senior Operations Supervisor: Arnold Vila Operations Specialist: Cathleen Petersen Creative Director: Blair Brown Senior Art Director: Kenny Beck Text Designer: LCI Design Cover Designer: LCI Design Cover Art: LCI Design Manager, Rights and Permissions: Estelle Simpson Media Project Manager: Lisa Rinaldi Senior Media Project Manager: Denise Vaughn Full-Service Project Management: Jennifer 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the United States of America This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458 or you may fax your request to 201-236-3290 Many of the designations by manufacturers and seller to distinguish their products are claimed as trademarks Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps Library of Congress Cataloging-in-Publication Data Dessler, Gary Human resource management/Gary Dessler 13th ed p cm Includes bibliographical references and index ISBN-13: 978-0-13-266821-7 (hardcover: alk paper) ISBN-10: 0-13-266821-1 (hardcover: alk paper) Personnel management I Title HF5549.D4379 2012 658.3 dc23 2011037044 10 ISBN 10: 0-13-266821-1 ISBN 13: 978-0-13-266821-7 DEDICATED TO SAMANTHA AND TAYLOR BRIEF CONTENTS PART ONE PART TWO PART THREE 10 PART FOUR 11 12 13 PART FIVE 14 15 16 17 18 INTRODUCTION Introduction to Human Resource Management Equal Opportunity and the Law 30 Human Resource Management Strategy and Analysis 70 RECRUITMENT, PLACEMENT, AND TALENT MANAGEMENT 102 Job Analysis and the Talent Management Process Personnel Planning and Recruiting Employee Testing and Selection Interviewing Candidates 136 174 212 TRAINING AND DEVELOPMENT 242 Training and Developing Employees 242 Performance Management and Appraisal 282 Employee Retention, Engagement, and Careers COMPENSATION 320 350 Establishing Strategic Pay Plans 350 Pay for Performance and Financial Incentives Benefits and Services 102 390 422 EMPLOYEE RELATIONS 458 Ethics and Employee Rights and Discipline 458 Labor Relations and Collective Bargaining 494 Employee Safety and Health 530 Managing Global Human Resources 576 Managing Human Resources in Small and Entrepreneurial Firms 604 APPENDICES APPENDIX A PHR and SPHR Knowledge Base APPENDIX B Comprehensive Cases 633 641 V CONTENTS Preface xxiii Acknowledgments PART ONE INTRODUCTION xxvii Introduction to Human Resource Management WHAT IS HUMAN RESOURCE MANAGEMENT AND WHY IS IT IMPORTANT? What Is Human Resource Management? Why Is Human Resource Management Important to All Managers? Line and Staff Aspects of Human Resource Management Line Managers Human Resource Duties Human Resource Manager s Duties New Approaches to Organizing HR Cooperative Line and Staff HR Management: An Example THE TRENDS SHAPING HUMAN RESOURCE MANAGEMENT Globalization and Competition Trends 11 Indebtedness ( Leverage ) and Deregulation Technological Trends 12 Trends in the Nature of Work 13 10 12 * HR AS A PROFIT CENTER: Boosting Customer Service 14 Workforce and Demographic Trends 14 Economic Challenges and Trends 16 THE NEW HUMAN RESOURCE MANAGERS 17 Human Resource Management Yesterday and Today 17 They Focus More on Strategic, Big Picture Issues 17 * THE STRATEGIC CONTEXT: Building L.L.Bean 17 They Use New Ways to Provide Transactional Services 18 They Take an Integrated, Talent Management Approach to Managing Human Resources 19 They Manage Ethics 19 They Manage Employee Engagement 19 They Measure HR Performance and Results 19 They Use Evidence-Based Human Resource Management 20 They Add Value 20 They Have New Competencies 21 HR Certification 22 THE PLAN OF THIS BOOK 22 The Basic Themes and Features CHAPTER CONTENTS OVERVIEW 22 23 Part 1: Introduction 23 Part 2: Recruitment, Placement, and Talent Management Part 3: Training and Development 23 Part 4: Compensation 23 Part 5: Employee Relations 23 The Topics Are Interrelated 24 CHAPTER SECTION SUMMARIES 25 DISCUSSION QUESTIONS 25 INDIVIDUAL AND GROUP ACTIVITIES 26 EXPERIENTIAL EXERCISE: HELPING THE DONALD 26 APPLICATION CASE: JACK NELSON S PROBLEM 27 CONTINUING CASE: CARTER CLEANING COMPANY 27 KEY TERMS 28 ENDNOTES 28 23 VII VIII CONTENTS Equal Opportunity and the Law 30 EQUAL EMPLOYMENT OPPORTUNITY 1964 1991 32 Title VII of the 1964 Civil Rights Act 32 Executive Orders 32 Equal Pay Act of 1963 33 Age Discrimination in Employment Act of 1967 33 Vocational Rehabilitation Act of 1973 33 Pregnancy Discrimination Act of 1978 34 Federal Agency Guidelines 34 Early Court Decisions Regarding Equal Employment Opportunity EQUAL EMPLOYMENT OPPORTUNITY 1990 91 PRESENT The Civil Rights Act of 1991 35 The Americans with Disabilities Act 36 Genetic Information Nondiscrimination Act of 2008 (GINA) State and Local Equal Employment Opportunity Laws 39 Sexual Harassment 39 39 DEFENSES AGAINST DISCRIMINATION ALLEGATIONS 43 The Central Role of Adverse Impact 44 Bona Fide Occupational Qualification 46 Business Necessity 47 Other Considerations in Discriminatory Practice Defenses 34 35 48 ILLUSTRATIVE DISCRIMINATORY EMPLOYMENT PRACTICES A Note on What You Can and Cannot Do 48 Recruitment 49 Selection Standards 49 Sample Discriminatory Promotion, Transfer, and Layoff Practices What the Supervisor Should Keep in Mind 51 THE EEOC ENFORCEMENT PROCESS 48 50 51 Voluntary Mediation 53 Mandatory Arbitration of Discrimination Claims 54 DIVERSITY MANAGEMENT AND AFFIRMATIVE ACTION PROGRAMS Diversity s Potential Pros and Cons * HR AS A PROFIT CENTER 55 55 56 Managing Diversity 56 Encouraging Inclusiveness 57 Developing a Multicultural Consciousness 58 Equal Employment Opportunity Versus Affirmative Action 59 Implementing the Affirmative Action Program 59 Reverse Discrimination 60 CHAPTER SECTION SUMMARIES 61 DISCUSSION QUESTIONS 62 INDIVIDUAL AND GROUP ACTIVITIES 62 EXPERIENTIAL EXERCISE: SPACE CADET OR VICTIM? 63 APPLICATION CASE: AN ACCUSATION OF SEXUAL HARASSMENT IN PRO SPORTS CONTINUING CASE: CARTER CLEANING COMPANY 64 KEY TERMS 65 ENDNOTES 65 Human Resource Management Strategy and Analysis THE STRATEGIC MANAGEMENT PROCESS 63 70 72 * THE STRATEGIC CONTEXT: The Shanghai Portman Hotel 72 Goal-Setting and the Planning Process 72 Strategic Planning 73 Improving Productivity Through HRIS: Using Computerized Business Planning Software Types of Strategies 76 Top Managers Role in Strategic Planning 78 76 CONTENTS IX Departmental Managers Strategic Planning Roles 78 Departmental Managers Strategic Planning Roles in Action: Improving Mergers and Acquisitions 79 STRATEGIC HUMAN RESOURCE MANAGEMENT Defining Strategic Human Resource Management Human Resource Strategies and Policies 82 HR AS A PROFIT CENTER: Albertsons Example Strategic Human Resource Management Tools HR METRICS AND BENCHMARKING 80 80 82 82 84 Types of Metrics 85 Improving Productivity Through HRIS: Tracking Applicant Metrics for Improved Talent Management 85 Benchmarking in Action 86 Strategy and Strategy-Based Metrics 87 Workforce/Talent Analytics and Data Mining 87 HR AS A PROFIT CENTER: Using Workforce/Talent Analytics What Are HR Audits? 89 Evidence-Based HR and the Scientific Way of Doing Things WHAT ARE HIGH-PERFORMANCE WORK SYSTEMS? 88 90 91 High-Performance Human Resource Policies and Practices 92 CHAPTER SECTION SUMMARIES 93 DISCUSSION QUESTIONS 94 INDIVIDUAL AND GROUP ACTIVITIES 94 EXPERIENTIAL EXERCISE: DEVELOPING AN HR STRATEGY FOR STARBUCKS 95 APPLICATION CASE: SIEMENS BUILDS A STRATEGY-ORIENTED HR SYSTEM 95 CONTINUING CASE: CARTER CLEANING COMPANY 96 TRANSLATING STRATEGY INTO HR POLICIES & PRACTICES CASE: THE HOTEL PARIS CASE KEY TERMS 98 ENDNOTES 99 PART VIDEO CASES APPENDIX 100 PART TWO RECRUITMENT, PLACEMENT, AND TALENT MANAGEMENT 102 Job Analysis and the Talent Management Process THE TALENT MANAGEMENT PROCESS What Is Talent Management? 104 104 THE BASICS OF JOB ANALYSIS 105 Uses of Job Analysis Information 106 THE STRATEGIC CONTEXT: Daimler Alabama Example Conducting a Job Analysis 107 107 HR AS A PROFIT CENTER: Boosting Productivity through Work Redesign Job Analysis Guidelines 110 METHODS FOR COLLECTING JOB ANALYSIS INFORMATION The Interview 110 Questionnaires 113 Observation 114 Participant Diary/Logs 114 Quantitative Job Analysis Techniques Internet-Based Job Analysis 116 WRITING JOB DESCRIPTIONS Job Identification 118 Job Summary 119 Relationships 121 Responsibilities and Duties 102 118 121 114 110 108 96 X CONTENTS MANAGING THE NEW WORKFORCE: Writing Job Descriptions That Comply with the ADA 122 Standards of Performance and Working Conditions 122 Duty: Accurately Posting Accounts Payable 122 Using the Internet for Writing Job Descriptions 122 WRITING JOB SPECIFICATIONS 126 Specifications for Trained Versus Untrained Personnel Specifications Based on Judgment 126 Job Specifications Based on Statistical Analysis 127 Using Task Statements 127 PROFILES IN TALENT MANAGEMENT 126 128 Competencies and Competency-Based Job Analysis 128 How to Write Job Competencies-Based Job Descriptions 130 CHAPTER SECTION SUMMARIES 131 DISCUSSION QUESTIONS 132 INDIVIDUAL AND GROUP ACTIVITIES 132 EXPERIENTIAL EXERCISE: THE INSTRUCTOR S JOB DESCRIPTION 132 APPLICATION CASE: THE FLOOD 133 CONTINUING CASE: CARTER CLEANING COMPANY 133 TRANSLATING STRATEGY INTO HR POLICIES & PRACTICES CASE: THE HOTEL PARIS CASE 134 KEY TERMS 134 ENDNOTES 134 Personnel Planning and Recruiting INTRODUCTION 138 WORKFORCE PLANNING AND FORECASTING 136 138 Strategy and Workforce Planning 138 THE STRATEGIC CONTEXT: IBM 139 Forecasting Personnel Needs (Labor Demand) 139 Improving Productivity Through HRIS: Computerized Personnel Forecasting 142 Forecasting the Supply of Inside Candidates 142 Forecasting the Supply of Outside Candidates 144 Talent Management and Predictive Workforce Monitoring 144 Developing an Action Plan to Match Projected Labor Supply and Labor Demand 145 The Recruiting Yield Pyramid 145 THE NEED FOR EFFECTIVE RECRUITING Why Recruiting Is Important 146 What Makes Recruiting a Challenge? Organizing How You Recruit 146 146 146 INTERNAL SOURCES OF CANDIDATES 147 Using Internal Sources: Pros and Cons 147 Finding Internal Candidates 147 Rehiring 147 Succession Planning 148 Improving Productivity Through HRIS: Succession and Talent Planning Systems OUTSIDE SOURCES OF CANDIDATES Recruiting via the Internet 149 Advertising 152 Employment Agencies 154 Temp Agencies and Alternative Staffing Offshoring and Outsourcing Jobs 157 Executive Recruiters 157 On-Demand Recruiting Services 158 College Recruiting 158 Referrals and Walk-Ins 159 Telecommuters 160 Military Personnel 160 149 155 148 CHAPTER 10 EMPLOYEE RETENTION, ENGAGEMENT, AND CAREERS 335 FIGURE 10-5 Coach s Self-Evaluation Checklist Source: Based on Richard Luecke, Coaching and Mentoring (Boston: Harvard Business School Press, 2004), pp Coach s Self-Evaluation Checklist The questions below relate to the skills and qualities needed to be an effective coach Use this tool to evaluate your own effectiveness as a coach Yes Question No Do you show interest in career development, not just short-term performance? Do you provide both support and autonomy? Do you set high yet attainable goals? Do you serve as a role model? Do you communicate business strategies and expected behaviors as a basis for establishing objectives? Do you work with the individual you are coaching to generate alternative approaches or solutions which you can consider together? Before giving feedback, you observe carefully, and without bias, the individual you are coaching? Do you separate observations from judgments or assumptions? Do you test your theories about a person s behavior before acting on them? 10 Are you careful to avoid using your own performance as a yardstick to measure others? 11 Do you focus your attention and avoid distractions when someone is talking to you? 12 Do you paraphrase or use some other method to clarify what is being said in a discussion? 13 Do you use relaxed body language and verbal cues to encourage a speaker during conversations? 14 Do you use open-ended questions to promote sharing of ideas and information? 15 Do you give specific feedback? 16 Do you give timely feedback? 17 Do you give feedback that focuses on behavior and its consequences (rather than on vague judgments)? 18 Do you give positive as well as negative feedback? 19 Do you try to reach agreement on desired goals and outcomes rather than simply dictate them? 20 Do you try to prepare for coaching discussions in advance? 21 Do you always follow up on a coaching discussion to make sure progress is proceeding as planned? TOTALS When you have these characteristics and use these strategies, people trust you and tum to you for both professional and personal support If you answered yes to most of these questions, you are probably an effective coach If you answered no to some or many of these questions, you may want to consider how you can further develop your coaching skills Source: Harvard ManageMentor* Coaching However, studies suggest that traditional mentoring is less effective for women that it is for men For example, in one survey of employees who had active mentoring relationships in one recent year, 72% of the men received one or more promotions in the ensuing years, compared with 65% of the women A CEO or other senior executive mentored 78% of the men, compared with 69% of women.58 Figures like these are prompting employers to assign women to mentor/sponsors who have more organizational clout For example, when Deutsche Bank discovered 336 PART TRAINING AND DEVELOPMENT that several female managing directors had left the firm for better jobs at competitors, it began pairing them with mentor/sponsors from the bank s executive committee The latter were in a position to advocate the women for promotion THE PROTÉGÉ S RESPONSIBILITIES Effective mentoring is a two-way street It s important to have effective mentors But as the one with the most to gain, the protégé is still largely responsible for making the relationship work Suggestions for protégés include: * * * * Choose an appropriate potential mentor The mentor should be objective enough to offer good career advice Many people seek out someone who is one or two levels above their current boss Don t be surprised if you re turned down Not everyone is willing to undertake this time-consuming commitment Make it easier for a potential mentor to agree to your request Do so by making it clear ahead of time what you expect in terms of time and advice Respect the mentor s time Be selective about the work-related issues that you bring to the table The mentoring relationship generally should not involve personal problems or issues.59 Improving Productivity through HRIS: Integrating Talent Management and Career and Succession Planning Talent management is the goal-oriented and integrated process of planning, recruiting, developing, managing, and compensating employees Talent management oriented employers therefore actively integrate related human resource functions For example, the employee s career planning and development needs should reflect the employee strengths and weaknesses that the performance appraisal brings to light, while employees career interests and appraisals should factor into the firm s succession planning Achieving such integration usually means using integrated talent management software For example, the company that manages the trans-Alaska pipeline has a user-friendly portal that lets employees see their full training history, development plans and upcoming deadlines, register for courses, or career planning usually without having to ask for help 60 At the same time, managers can get a quick picture of the training needs for a particular group, or see all the employees who have a specific qualification 61 Various talent management systems enable employers to achieve such appraisal, career development, training, and succession planning integration For example, Kenexa CareerTracker helps organizations optimize workforce productivity by providing an easily accessible platform for ongoing employee performance management, succession planning, and career development 62 Halogen eSuccession enables the employer to Identify the skills and competencies required to support your year strategic plans and cultivate these in your high-potential employees with career and development planning [and] establish and develop a large number of promotable employees for all key areas in your organization 63 Cornerstone Succession manages succession management through automated talent profiles, career management, internal recruiting and comprehensive succession planning capabilities.64 Sum-Total Succession Planning supports a holistic, end-to-end talent management strategy including:65 * * * * 360 Feedback: Competency reviews by peers can be used as inputs into succession gap analysis; Career Development: As employees map out their career progressions, plans can be established that address competency, skill, and behavior gaps; Compensation Management: Financial plans can be tied to future succession plans so that the financial impact can be modeled; Career Progression: Historical information regarding past positions and career progression can be used to guide future succession decisions; CHAPTER 10 EMPLOYEE RETENTION, ENGAGEMENT, AND CAREERS * * * List the main decisions employers should address in reaching promotion decisions 337 Learning Management: Learning paths and courses can be established for desired future positions; Performance Management: Performance reviews can identify consistent high performers and top talent in the organization; and Recruiting & Hiring: Job profiles can be shared with Succession Planning; External candidates can be tagged as successors.66 MAKING PROMOTION DECISIONS Career planning and mentoring often precede promotion decisions Most people crave promotions, which usually mean more pay, responsibility, and (often) job satisfaction For employers, promotions can provide opportunities to reward exceptional performance, and to fill open positions with tested and loyal employees Yet the promotion process isn t always a positive experience Unfairness, arbitrariness, or secrecy can diminish the effectiveness of the process Furthermore, with more employers downsizing, some promotions take the form of more challenging but not necessarily higher-ranked or better-paid jobs Several decisions, therefore, loom large in any firm s promotion process Decision 1: Is Seniority or Competence the Rule? Probably the most important decision is whether to base promotion on seniority or competence, or some combination of the two Today s focus on competitiveness favors competence However, a company s ability to use competence as the criterion depends on several things Union agreements sometimes contain clauses that emphasize seniority Civil service regulations that stress seniority rather than competence often govern promotions in many public-sector organizations Decision 2: How Should We Measure Competence? If the firm opts for competence, how should it define and measure competence? The question highlights an important managerial adage called the Peter Principle, after its founder In brief, the Peter Principle says that companies often promote competent employees up to their level of incompetence, where they then sit, sometimes underperforming for years The point is that defining and measuring past performance is relatively straightforward But promotions should require something more You also need a valid procedure for predicting the candidate s future performance For better or worse, most employers use prior performance as a guide, and assume that (based on exemplary prior performance) the person will well on the new job This is the simplest procedure Many others use tests or assessment centers to evaluate promotable employees and to identify those with executive potential For example, given the public safety issues involved, police departments and the military tend to take a relatively systematic approach when evaluating candidates for promotion to command positions For the police, traditional promotional reviews include a written knowledge test, an assessment center, credit for seniority, and a score based on recent performance appraisal ratings Others include a personnel records review This includes evaluation of job-related influences such as supervisory-related education and experience, ratings from multiple sources, and systematic evaluation of behavioral evidence.67 THE 9-BOX ASSESSMENT In assessing candidates for promotions, it s not just current performance but performance potential that s important For example, some high-performing candidates may already be at their limit and have no potential for future growth Some high potential candidates may be performing poorly but be 338 PART TRAINING AND DEVELOPMENT salvageable That idea is at the heart of the 9-box matrix approach to assessing current employees promotional prospects.68 The 9-box matrix displays three levels of current job performance (exceptional, fully performing, not yet fully performing) across the top It also shows three levels of likely potential (eligible for promotion, room for growth in current position, not likely to grow beyond current position) down the side This * design results in possible combinations of current job performance and likely potential For example, an employee may be eligible for promotion and exceptional in his or her current performance He or she is therefore ready for promotion As another example, an employee may have room to grow in his or her current position, but not fully performing yet Here you would want to identify the reasons for the underperformance and improve the employee s skills Decision 3: Is the Process Formal or Informal? Many firms have informal promotion processes They may or may not post open positions, and key managers may use their own unpublished criteria to make decisions Here employees may (reasonably) conclude that factors like who you know are more important than performance, and that working hard to get ahead at least in this firm is futile Other employers set formal, published promotion policies and procedures Employees receive a formal promotion policy describing the criteria by which the firm awards promotions A job posting policy states the firm will post open positions and their requirements, and circulate these to all employees As explained in Chapter (Recruiting), many employers also maintain employee qualification databanks and use replacement charts and computerized employee information systems Decision 4: Vertical, Horizontal, or Other? Promotions aren t necessarily upwards For example, how you motivate employees with the prospect of promotion when your firm is downsizing? And how you provide promotional opportunities for those, like engineers, who may have little or no interest in managerial roles? Several options are available Some firms, such as the exploration division of British Petroleum (BP), create two parallel career paths, one for managers and another for individual contributors such as high-performing engineers At BP, individual contributors can move up to nonsupervisory but senior positions, such as senior engineer These jobs have most of the financial rewards attached to management-track positions at that level Another option is to move the person horizontally For instance, move a production employee to human resources, to develop his or her skills and to test and challenge his or her aptitudes And, in a sense, promotions are possible even when leaving the person in the same job For example, you can usually enrich the job and provide training to enhance the opportunity for assuming more responsibility Practical Considerations In any case, there are practical steps to take in formulating promotion policies.69 Establish eligibility requirements, for instance, in terms of minimum tenure and performance ratings Require managers to review the job description, and revise if necessary Vigorously review all candidates performance and history, including those now in the firm Preferably hire only those who meet the requirements Sources of Bias in Promotion Decisions Women and people of color still experience relatively less career progress in organizations, and bias and more subtle barriers are often the cause Yet this is not necessarily the result of decision makers racist sentiments Instead, secondary factors such as having few people of color employed in the hiring department may be the cause In any case, the bottom line seems to be that whether it s bias or some other reason, barriers still exist Employers and supervisors need to identify and abolish them Similarly, women still don t make it to the top of the career ladder in numbers proportionate to their numbers in U.S industry Women constitute more than CHAPTER 10 EMPLOYEE RETENTION, ENGAGEMENT, AND CAREERS 339 40% of the workforce, but hold less than 2% of top management positions Blatant or subtle discrimination probably accounts for much of this Some hiring managers erroneously believe that women belong at home and are not committed to careers The old-boy network of informal (mostly male) friendships forged over lunch, at social events, or at club meetings is still a problem More women than men must also make the career versus family decision, since the responsibilities of raising children still fall disproportionately on women Similarly, a lack of female mentors makes it harder for women to find the role models and supporters they need to help guide their careers Special networking and mentoring opportunities can reduce some of these problems, as can more flexible employment policies For example, when the accounting firm Deloitte & Touche noticed it was losing good female auditors, it instituted a new flexible/reduced work schedule This enabled many working mothers who might otherwise have left to stay with the firm.70 Promotions and the Law In general, the employer s promotion processes must comply with all the same antidiscrimination laws as procedures for recruiting and selecting employees or any other HR actions But beyond that general caveat, there are several specific things to keep in mind regarding promotion decisions One concerns retaliation Most federal and state employment laws contain antiretaliation provisions For example, one U.S Appeals Court allowed a claim of retaliation to proceed when a female employee provided evidence that her employer turned her down for promotion because a supervisor she had previously accused of sexual harassment made comments that persuaded her current supervisor not to promote her.71 The evidence confirmed that, in a meeting at which supervisors reviewed the person s performance, the former supervisor (and object of the sexual harassment accusation) made comments regarding the employee s ability to work effectively with others A second concerns using inconsistent, unsystematic processes to decide who to promote For example, one employer turned down a 61-year-old applicant for a promotion because of his interview performance; the person who interviewed him said he did not get a real feeling of confidence from the candidate.72 In this case, the court made it clear that while subjective reasons can justify adverse employment decisions, an employer must articulate any clear and reasonably specific factual bases upon which it based its decision In other words, you should be able to provide objective evidence supporting your subjective assessment for promotion Source: Shutterstock Managing Transfers Employers are transferring employees less often, partly because of family resistance 9-box matrix In workforce planning, this displays three levels of current job performance (exceptional, fully performing, not yet fully performing) across the top, and also shows three levels of likely potential (eligible for promotion, room for growth in current position, not likely to grow beyond current position) down the side A transfer is a move from one job to another, usually with no change in salary or grade Employers may transfer a worker to vacate a position where he or she is no longer needed, to fill one where he or she is needed, or more generally to find a better fit for the employee within the firm Many firms today boost productivity by consolidating positions Transfers are a way to give displaced employees a chance for another assignment or, perhaps, some personal growth Employees seek transfers for many reasons, including personal enrichment, more interesting jobs, greater convenience better hours, location of work, and so on or to jobs offering greater advancement possibilities transfer Reassignments to similar positions in other parts of the firm 340 PART TRAINING AND DEVELOPMENT Managing Retirements For many employees, years of appraisals and career planning end with retirement Retirement planning is a significant long-term issue for employers In the United States, the number of 25- to 34-year-olds is growing relatively slowly, and the number of 35- to 44-year olds is declining So, with many employees in their 50s and 60s moving toward traditional retirement age, employers face a longer-term labor shortage: companies have been so focused on downsizing to contain costs that they largely neglected a looming threat to their competitiveness a severe shortage of talented workers 73 Many have wisely chosen to fill their staffing gaps in part with current or soon-to-be retirees Fortuitously, 78% of employees in one survey said they expect to continue working in some capacity after normal retirement age (64% said they want to so parttime) Only about a third said they plan to continue work for financial reasons; about 43% said they just wanted to remain active.74 The bottom line is that retirement planning is no longer just for helping current employees slip into retirement.75 It can also enable the employer to retain, in some capacity, the skills and brain power of those who would normally retire and leave the firm WORKFORCE RETIREMENT PLANNING A reasonable first step is to conduct numerical analyses of pending retirements This should include a demographic analysis (including a census of the company s employees), a determination of the average retirement age for the company s employees, and a review of how retirement is going to affect the employer s health care and pension benefits The employer can then determine the extent of the retirement problem, and take fact-based steps to address it.76 METHODS Employers seeking to attract and/or retain retirees need to take several steps The general idea is to institute human resource policies that encourage and support older workers Not surprisingly, studies show that employees who are more committed and loyal to the employer are more likely to stay beyond their normal retirement age.77 This often starts by creating a culture that honors experience For example, the CVS pharmacy chain knows that traditional recruiting media such as help-wanted signs might not attract older workers; CVS thus works through The National Council on Aging, city agencies, and community organizations to find new employees They also made it clear to retirees that they welcome older workers: I m too young to retire [CVS] is willing to hire older people They don t look at your age but your experience, said one dedicated older worker.78 Others modify selection procedures For example, one British bank stopped using psychometric tests, replacing them with role-playing exercises to gauge how candidates deal with customers The techniques employers use to keep older workers include offering them part-time positions, hiring them as consultants or temporary workers, offering them flexible work arrangements, encouraging them to work past traditional retirement age, providing training to upgrade skills, and instituting a phased retirement program The latter lets older workers ease into retirement with gradually reduced work schedules.79 CHAPTER 10 EMPLOYEE RETENTION, ENGAGEMENT, AND CAREERS 341 REVIEW MyManagementLab Now that you have finished this chapter, go back to www.mymanagementlab.com to continue practicing and applying the concepts you ve learned CHAPTER SECTION SUMMARIES Managing voluntary turnover requires identifying its causes and then addressing them A comprehensive approach to retaining employees should be multifaceted, and include improved selection, a wellthought-out training and career development program, assistance in helping employees lay out potential career plans, providing employees with meaningful work and recognition and rewards, promoting work life balance, acknowledging employees achievements, and providing all this within a supportive company culture Employee engagement is important Numerous employee outcomes including turnover and performance reflect the degree to which employees are engaged For example, business units with the highest levels of employee engagement have an 83% chance of performing above the company median, while those with the lowest employee engagement have only a 17% chance Engagement-supporting actions include making sure employees (1) understand how their departments contribute to the company s success, (2) see how their own efforts contribute to achieving the company s goals, and (3) get a sense of accomplishment from working at the firm Employees ultimately need to take responsibility for their own careers, but employers and managers should also understand what career management methods are available These include establishing company-based career centers, offering career planning workshops, providing employee development budgets, and offering online career development workshops and programs Perhaps the simplest and most direct is to make the appraisal itself career-oriented, insofar as the appraisal feedback is a link to the employee s aspirations and plans Supervisors can play a major role in their employee s career development For example, make sure the employee gets the training he or she requires, and make sure appraisals are discussed in the context of the employee s career aspirations Getting employees to better requires improving your coaching skills Ideally, the coaching process involves preparation (in terms of analyzing the issues), developing an improvement plan, active coaching, and follow-up Effective mentors set high standards, invest the time, steer protégés into important projects, and exhibit professional competence and consistency For employers, promotions can provide opportunities to reward exceptional performance, and to fill open positions with tested and loyal employees Several decisions loom large in any firm s promotion process: Is seniority or competence the rule? How should we measure competence? Is the process formal or informal? and, Vertical, horizontal, or other? Women and people of color still experience relatively less career progress in organizations, and bias and more subtle barriers are often the cause In general, the employer s promotion processes must comply with all the same antidiscrimination laws as procedures for recruiting and selecting employees or any other HR actions DISCUSSION QUESTIONS Why is it advisable for an employee retention effort to be comprehensive? To what extent does IBM s on-demand program fit that description, and why? Explain why employee engagement is important, and how to foster such engagement What exactly would you as a supervisor to increase your employees engagement? What is the employee s role in the career development process? The manager s role? The employer s role? List and discuss the four steps in effectively coaching an employee How could (and would) a professional football coach apply these steps? What are the main decisions employers should address in reaching promotion decisions? 342 PART TRAINING AND DEVELOPMENT INDIVIDUAL AND GROUP ACTIVITIES Many rightfully offer IBM as an example of an employer that works hard to improve employee retention and engagement Browse through the employment pages of IBM.com s Web site (such as www-03.ibm.com/ employment/build_your_career.html) In this chapter, we discussed actions employers can take to improve employee retention and engagement From the information on IBM s Web pages, what is IBM doing to support retention and engagement? In groups of four or five students, meet with one or two administrators and faculty members in your college or university and, based on this, write a 2-page paper on the topic the faculty promotion process at our college What you think of the process? Based on our discussion in this chapter, could you make any suggestions for improving it? Working individually or in groups, choose two occupations (such as management consultant, HR manager, or salesperson) and use sources such as O*Net to size up the future demand for this occupation in the next 10 years or so Does this seem like a good occupation to pursue? Why or why not? In groups of four or five students, interview a small business owner or an HR manager with the aim of writing a 2-page paper addressing the topic steps our company is taking to reduce voluntary employee turnover What is this employer s turnover rate now? How would you suggest it improve its turnover rate? The HRCI Test Specifications Appendix at the end of this book (pages 633 640) lists the knowledge someone studying for the HRCI certification exam needs to have in each area of human resource management (such as in Strategic Management, Workforce Planning, and Human Resource Development) In groups of four to five students, four things: (1) review that appendix now; (2) identify the material in this chapter that relates to the required knowledge the appendix lists; (3) write four multiple-choice exam questions on this material that you believe would be suitable for inclusion in the HRCI exam; and (4) if time permits, have someone from your team post your team s questions in front of the class, so the students in other teams can take each others exam questions Several years ago, a survey of college graduates in the United Kingdom found that although many hadn t found their first jobs, most were already planning career breaks and to keep up their hobbies and interests outside work As one report of the findings put it, the next generation of workers is determined not to wind up on the hamster wheel of long hours with no play 80 Part of the problem seems to be that many already see their friends putting in more than 48 hours a week at work Career experts reviewing the results concluded that many of these recent college grads are not looking for high-pay, high-profile jobs anymore 81 Instead, they seem to be looking to compartmentalize their lives They want to keep the number of hours they spend at work down, so they can maintain their hobbies and outside interests If you were mentoring one of these people at work, what three bits of career advice would you give him or her? Why? What (if anything) would you suggest their employers to accommodate these graduates stated career wishes? Sporting News (http://aol.sportingnews.com/ncaabasketball/story/2009-07-29/sporting-news-50-greatestcoaches-all-time) ran a story listing what they called the 50 greatest basketball coaches Look at this list, and pick out two of the names Then research these people online to determine what behaviors they exhibited that seem to account for why they were great coaches How these behaviors compare with what this chapter had to say about effective coaching? EXPERIENTIAL EXERCISE Where Am I Going and Why? Purpose: The purpose of this exercise is to provide you with experience in analyzing your career preferences Required Understanding: Students should be thoroughly familiar with the Employee s Role in Career Management section in this chapter, as well as using O*Net (which we discussed in Chapter 4) How to Set Up the Exercise/Instructions: Using O*Net and the Employee s Role in Career Management section in this chapter, analyze your career-related inclinations (you can take the self-directed search for about $10 at www.self-directed-search.com) Based on this analysis, answer the following questions (if you wish, you may this analysis in teams of three or four students) What does your research suggest to you about what would be your preferable occupational options? What are the prospects for these occupations? Given these prospects and your own occupational inclinations, outline a brief, 1-page career plan for yourself, including current occupational inclinations, career goals, and an action plan listing four or five development steps you will need to take in order to get from where you are now career-wise to where you want to be, based on your career goals CHAPTER 10 EMPLOYEE RETENTION, ENGAGEMENT, AND CAREERS 343 APPLICATION CASE GOOGLE REACTS On the face of it, Google would seem to be the last company that one would expect to have an employee retention problem Google usually shows up in Best Employers to Work for lists; it s famous for full benefits, from dry-cleaning to free Web-enabled transportation from San Francisco to great pensions; it offers great stock options; and as a fastgrowing company, it usually has many job applicants So when its employee turnover began creeping up around 2010, Google s human resource team had to decide what to Part of the problem is that as attractive as Google is to work for, Silicon Valley is filled with attractive employers, from Apple to Facebook One of Google s first steps was to boost compensation It gave all 23,000 Google employees a 10% raise, plus a $1,000 tax-free holiday bonus 82 But still, Google management knew that pay was just part of the solution It had to take other steps Questions Without doing any further research than what you learned in this chapter, what other steps would you suggest Google take to improve employee retention? Was there any information in previous chapters of this book that would help to illustrate other steps Google took to improve retention? Use other Internet sources, including Google.com, to finalize an answer to the question, What other steps should Google take to improve employee retention? CONTINUING CASE CARTER CLEANING COMPANY The Career Planning Program Career planning has always been a pretty low-priority item for Carter Cleaning, since just getting workers to come to work and then keeping them honest is enough of a problem, as Jack likes to say Yet Jennifer thought it might not be a bad idea to give some thought to what a career planning program might involve for Carter Many of their employees had been with them for years in dead-end jobs, and she frankly felt a little badly for them: Perhaps we could help them gain a better perspective on what they want to do, she thought And she definitely believed that career support would have an effect on improving Carter s employee retention Questions What would be the advantages to Carter Cleaning of setting up a career planning program? Who should participate in the program? All employees? Selected employees? Outline and describe the career development program you would propose for the cleaners, pressers, counter people, and managers at the Carter Cleaning Centers TRANSLATING STRATEGY INTO HR POLICIES & PRACTICES CASE THE HOTEL PARIS CASE The New Career Management System The Hotel Paris s competitive strategy is To use superior guest service to differentiate the Hotel Paris properties, and to thereby increase the length of stay and return rate of guests, and thus boost revenues and profitability HR manager Lisa Cruz must now formulate functional policies and activities that support this competitive strategy by eliciting the required employee behaviors and competencies Lisa Cruz knew that as a hospitality business, the Hotel Paris was uniquely dependent upon having committed, high-morale employees In a factory or small retail shop, the employer might be able to rely on direct supervision to make sure that the employees were doing their jobs But in a hotel, just about every employee is on the front line There is usually no one there to supervise the limousine driver when he or she picks up a guest at the airport, or when the valet takes the guest s car, or the front-desk clerk signs the guest in, or the housekeeping clerk needs to handle a guest s special request If the hotel wanted satisfied guests, they had to have committed employees who did their jobs as if they owned the company, even when the supervisor was nowhere in sight But for the employees to be committed, Lisa knew the Hotel Paris had to make it clear that the company was also committed to its employees 344 PART TRAINING AND DEVELOPMENT From her experience, she knew that one way to this was to help her employees have successful and satisfying careers, and she was therefore concerned to find that the Hotel Paris had no career management process at all Supervisors weren t trained to discuss employees developmental needs or promotional options during the performance appraisal interviews Promotional processes were informal And the firm did not attempt to provide any career development services that might help its employees to develop a better understanding of what their career options were, or should be Lisa was sure that committed employees were the key to improving the experiences of its guests, and that she couldn t boost employee commitment without doing a better job of attending to her employees career needs For Lisa and the CFO, preliminary research left little doubt about the advisability of instituting a new career management system at the Hotel Paris The CFO therefore gave the go-ahead to design and institute a new Hotel Paris career management program Lisa and her team knew that they already had some of the building blocks in place, thanks to the new performance management system they had instituted just a few weeks earlier (as noted in the previous chapter) For example, the new performance management system required that the supervisor appraise the employee based on goals and competencies that were driven by the company s strategic needs, and the appraisal itself produced new goals for the coming year and specific development plans for the employee Questions Many hotel jobs are inherently dead end ; for example, maids, laundry workers, and valets either have no great aspirations to move up, or are just using these jobs temporarily, for instance, to help out with household expenses First, you agree with this statement why, or why not? Second, list three specific career activities you would recommend Lisa implement for these employees Build on the company s current performance management system by recommending two other specific career development activities the hotel should implement What specific career development activities would you recommend in light of the fact that the Paris s hotels and employees are disbursed around the world? KEY TERMS career, 327 career management, 327 career development, 328 career planning, 328 reality shock, 330 coaching, 333 mentoring, 333 9-box matrix, 339 transfers, 339 ENDNOTES IBM s Centenary: The Test of Time, The Economist, June 11, 2011, p 20; IBM is Founded, http://www.ibm.com/ibm100/ us/en/icons/founded/, accessed August 28, 2011 See, for example, www.nobscot.com/ survey/index.cfm www.bls.gov/jlt/, accessed April 27, 2011 Jean Phillips and Stanley Gulley, Strategic Staffing (Upper Saddle River, NJ: Pearson Education, 2012) The following example is based on Barbara Hillmer, Steve Hillmer, and Gale McRoberts, The Real Costs of Turnover: Lessons from a Call Center, Human Resource Planning 27, no (2004), pp 34 41 Ibid www.worldatwork.org/waw/adimLink? id=17180, accessed April 27, 2011 Phillips and Gulley, Strategic Staffing, p 329 Stephen Robbins and Timothy Judge, Organizational Behavior (Upper Saddle River, NJ: Pearson Education, 2011), p 81 Phillips and Gulley, Strategic Staffing, p 328 10 Max Messmer, Employee Retention: Why It Matters Now, CPA Magazine, June/July 2009, p 28; and The Employee Retention Challenge, Development Dimensions International, 2009 11 Messmer, Employee Retention 12 Ibid 13 Jessica Marquez, IBM Cuts Costs and Reduces Layoffs as It Prepares Workers for an On Demand World, Workforce Management 84, no (May 2005), pp 84 85 14 David Wilson, Comparative Effects of Race/Ethnicity and Employee Engagement on Withdrawal Behavior, Journal of Managerial Issues 21, no (Summer 2009), pp 165 166, 195 215 15 Paul Eder and Robert Eisenberger, Perceived Organizational Support: Reducing the Negative Influence of Coworker Withdrawal Behavior, Journal of Management 34, no (February 2008), pp 55 68 16 Wilson, Comparative Effects of Race/ Ethnicity and Employee Engagement 17 Lisa Hope Pelled and Katherine R Xin, Down and Out: An Investigation of the Relationship between Mood and Employee 18 19 20 21 22 23 Withdrawal Behavior, Journal of Management 25, no (1999), pp 875 895 Ibid Pelled and Xin, Down and Out Ibid For an examination of this, see ibid See, for example, Margaret Shaffer and David Harrison, Expatriates Psychological Withdrawal from International Assignments: Work, Nonwork, and Family Influences, Personnel Psychology 51, no (Spring 1998), pp 87 118; Karl Pajo, Alan Coetzer, and Nigel Guenole, Formal Development Opportunities and Withdrawal Behaviors by Employees in Small and MediumSized Enterprises, Journal of Small Business Management 48, no (July 2010), pp 281 301; and P Eder, et al., Perceived Organizational Support: Reducing the Negative Influence of Coworker Withdrawal Behavior, Journal of Management 34 no (February 2008), pp 55 68 Adrienne Facts, Raising Engagement, HR Magazine, May 2010, pp 35 40 CHAPTER 10 EMPLOYEE RETENTION, ENGAGEMENT, AND CAREERS 24 Except as noted, this is based on Kathryn Tyler, Prepare for Impact, HR Magazine 56, no (March 2011), pp 53 56 25 Rosa Chun and Gary Davies, Employee Happiness Isn t Enough to Satisfy Customers, Harvard Business Review 87, no (April 2009), p 19 26 As another example, one recent study distinguished among physical engagement ( I work with intensity on my job, I exert my full effort to my job, and so on), emotional engagement ( I am enthusiastic in my job, I feel energetic at my job, and so on), and cognitive engagement ( at work, my mind is focused on my job, and at work, I pay a lot of attention to my job ) Bruce Louis Rich et al., Job Engagement: Antecedents and Effects on Job Performance, Academy of Management Journal 53, no (2010), pp 617 635 27 Rich, Job Engagement 28 Paula Ketter, What s the Big Deal about Employee Engagement, Training & Development, January 2008, pp 47 48 29 Organizations Focus on Employee Engagement to Attract and Retain Top Talent, www.Mercer.com, accessed July 24, 2010 30 Robert Siegfried Jr., Mapping a Career Path for Attracting & Retaining Talent, Financial Executive, November 2008, pp 52 55 31 Barbara Greene and Liana Knudsen, Competitive Employers Make Career Development Programs a Priority, San Antonio Business Journal 15, no 26 (July 20, 2001), p 27 32 Jim Bright, Career Development: Empowering Your Staff to Excellence, Journal of Banking and Financial Services 17, no (July 2003), p 12 33 For example, see Phyllis Moen and Patricia Roehling, The Career Mystique (Boulder, CO: Rowman & Littlefield Publishers, 2005) 34 Robbins and Judge, Organizational Behavior, p 285 35 Ibid., p 284 36 Edward Levinson et al., A Critical Evaluation of the Web-Based Version of the Career Key, Career Development Quarterly 50, no (September 1, 2002), pp 26 36 37 Richard Bolles, What Color Is Your Parachute? (Berkeley, CA: Ten Speed Press, 2003), pp 38 This example is based on Richard Bolles, The Three Boxes of Life (Berkeley, CA: Ten Speed Press, 1976) Richard Bolles updates his famous career book What Color is Your Parachute annually It contains this and many other career exercises The 2011 edition is published by Ten-Speed Press in Berkeley, California 39 Yehuda Baruch, Career Development in Organizations and Beyond: Balancing 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 Traditional and Contemporary Viewpoints, Human Resource Management Review 16 (2006), p 131 Carla Joinson, Employee, Sculpt Thyself with a Little Help, HR Magazine, May 2001, pp 61 64 Bright, Career Development Patrick Kiger, First USA Bank, Promotions and Job Satisfaction, Workforce, March 2001, pp 54 56 Fred Otte and Peggy Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p 143 Greene and Knudsen, Competitive Employers, p 27 Julekha Dash, Coaching to Aid IT Careers, Retention, Computerworld, March 20, 2000, p 52 David Foote, Wanna Keep Your Staff Happy? Think Career, Computerworld, October 9, 2000, p 38 Jim Meade, Boost Careers and Succession Planning, HR Magazine, October 2000, pp 175 178 Karen Lyness and Madeline Heilman, When Fit Is Fundamental: Performance Evaluations and Promotions of UpperLevel Female and Male Managers, Journal of Applied Psychology 91, no (2006), pp 777 785 Jan Selmer and Alicia Leung, Are Corporate Career Development Activities Less Available to Female than to Male Expatriates? Journal of Business Ethics, March 2003, pp 125 137 Karen Lyness and Donna Thompson, Climbing the Corporate Ladder: Do Female and Male Executives Follow the Same Route? Journal of Applied Psychology 85, no (2000), pp 86 101 Bill Hayes, Helping Workers with Career Goals Boosts Retention Efforts, Boston Business Journal 21, no 11 (April 20, 2001), p 38 Ann Pace, Coaching Gains Ground, Training & Development 62, no (July 21, 2008), http://findarticles.com/p/articles/ mi_m4467/is_200807/ai_n27996020/, accessed July 28, 2009 This is based on Richard Luecke, Coaching and Mentoring (Boston: Harvard Business School Press, 2004), pp Ibid., p Michael Doody, A Mentor Is a Key to Career Success, Health-Care Financial Management 57, no (February 2003), pp 92 94 Luecke, Coaching and Mentoring, pp 100 101 Ferda Erdem and Janset Özen Aytemur, Mentoring A Relationship Based on Trust: Qualitative Research, Public Personnel Management 37, no (Spring 2008), pp 55 65 345 58 Herminia Ibarra, Nancy Carter, and Christine Silva, Why Men Still Get More Promotions than Women, Harvard Business Review, September 2010, pp 80 85 59 Preparing Future Leaders in Health-Care, Leaders, c/o Witt/Kieffer, 2015 Spring Road, Suite 510, Oak Brook, IL 60523 60 Tim Harvey, Enterprise Training System Is Trans Alaska Pipeline s Latest Safety Innovation, Pipeline and Gas Journal 229, no 12 (December 2002), pp 28 32 61 Ibid 62 Kenexa Announces a Latest Version of Kenexa Career Tracker, Internet Wire, March 22, 2004 63 http://www.halogensoftware.com/ products/halogen-esuccession/, accessed 64 w ww.co r n e rs ton eo nd e ma n d com / leadership-development-and-succession, accessed 65 The following is quoted from http:// www.sumtotalsystems.com/products/car eer-succession-planning.html, accessed August 28, 2011 66 http://www.sumtotalsystems.com/ products/career-succession-planning html, accessed August 28, 2011 67 George Thornton III and David Morris, The Application of Assessment Center Technology to the Evaluation of Personnel Records, Public Personnel Management 30, no (Spring 2001), p 55 68 Phillips and Gulley, Strategic Staffing, pp 282 283 69 Pamela Babcock, quoting Terry Henley, SPHR, in Promotions: Is There a New Normal ? www.shrm.org/hrdisciplines/ employeereltions/articles/Pages/PromotionsIsThereaNewNormal.aspx, accessed June 1, 2011 70 Robin Shay, Don t Get Caught in the Legal Wringer When Dealing with Difficult to Manage Employees, www.shrm org http://moss07.shrm.org/Publications/ hrmagazine/EditorialContent/Pages/070 2toc.aspx, accessed July 28, 2009 71 Maria Danaher, Unclear Promotion Procedures Smack of Discrimination, www.shrm.org, accessed March 2, 2004 72 In Susan Wells, Smoothing the Way, HR Magazine, June 2001, pp 52 58 73 Ken Dychtwald et al., It s Time to Retire Retirement, Harvard Business Review, March 2004, p 49 74 Employees Plan to Work Past Retirement, but Not Necessarily for Financial Reasons, BNA Bulletin to Management, February 19, 2004, pp 57 58 See also Mo Wang, Profiling Retirees in the Retirement Transition and Adjustment Process: Examining the Longitudinal Change Patterns of Retirees Psychological Well-Being, Journal of Applied Psychology 92, no (2007), pp 455 474 346 PART TRAINING AND DEVELOPMENT 75 See, for example, Matt Bolch, Bidding Adieu, HR Magazine, June 2006, pp 123 127; and Claudia Deutsch, A Longer Goodbye, The New York Times, April 20, 2008, pp H1, H10 76 Luis Fleites and Lou Valentino, The Case for Phased Retirement, Compensation & Benefits Review, March/April 2007, pp 42 46 77 Andrew Luchak et al., When Do Committed Employees Retire? The Effects of Organizational Commitment on Retirement Plans Under a Defined Benefit Pension Plan, Human Resource Management 47, no (Fall 2008), pp 581 599 78 Dychtwald et al., It s Time to Retire Retirement, p 52 79 Eric Krell, Ways to Phased Retirement, HR Magazine, October 2010, p 90 80 New Trend in Career Hunt, Europe Intelligence Wire, February 10, 2004 81 Ibid 82 http://abclocal.go.com/kgo/stor y? section=news/business&id=7775524, accessed June 1, 2011 CHAPTER 10 EMPLOYEE RETENTION, ENGAGEMENT, AND CAREERS 347 PART VIDEO CASES APPENDIX Video Title: Training (Wilson Learning) SYNOPSIS Maxene Raices is a senior manager at Wilson Learning, a company that specializes in developing training programs She describes the best practices that make training most effective She explains how training sessions have to be planned carefully with an outcome in mind, and have to consist of more than just lecturing Good training programs help employees their jobs, and ideally produce measurable results Managers can use technology to make training even more effective, giving opportunities for people spread over various locations to attend training sessions Discussion Questions How does Wilson Learning s know, show, approach fit with the training process that Chapter described? Explain what specific training tools and processes discussed in Chapter you would use to implement a know, show, training approach What you think of the experimental design Wilson used to assess the call-center training program? How would you suggest the company improve it? Discuss four types of technology Wilson could use to deliver training, based on the Chapter What are two reasons that Maxene gives for thinking it is important for different learning styles to be recognized? How does identifying the intended outcomes of a training shape the training itself? Video Title: Training and Developing Employees (Witness.org) SYNOPSIS Witness.org trains human rights advocacy groups to capture on video the testimonies of survivors and witnesses to human rights abuses all over the world The company s goal is to empower the people who are directly involved in the situations, by giving them the tools necessary to use the power of video to communicate their stories Witness.org trains advocacy partners on how to use the video equipment, how to tell a story in such a way that it effects change in those who hear it, and how to get the video in front of the people who are able to make a positive change Witness.org is ran by a core of 28 people with experience in a variety of areas, including speaking multiple languages, managing a nonprofit organization, producing videos, and working with human rights issues These employees train advocacy groups on the technical aspects of creating a video, as well as safety and security issues related to producing videos containing sensitive materials The main goal of Witness.org is to achieve changes in policies, laws, or behaviors that are currently causing human suffering Discussion Questions Explain how training and development play an important role in Witness.org Describe the challenges incurred in the training and development process at Witness.org Describe the group of experts who conduct the training for Witness.org 348 PART TRAINING AND DEVELOPMENT Video Title: Performance Management (California Health Foundation) SYNOPSIS Kim Galvin, the human resources director of the California Health Foundation, explains the nature of the company s performance management system The employee appraisal system is open-ended and includes just a few general categories, covering the employees past performance with respect to their objectives set at the previous year s appraisal, and their future goals in the company Discussion Questions Specifically what type of appraisal tool does the company seem to be using, based on what you read in Chapter 9? How would you modify it? What you think of the idea of getting anonymous third-party feedback on the employee? Why? Why does Kim Galvin think that, besides the human resources director, only an employee and his or her manager should review the employee s performance review? What (if any) is the drawback of not having the supervisor s own manager review the appraisal? Would you require some type of review, and why? Suppose, as Kim Galvin says, you have an employee who is very well liked but not meeting the job expectations What would you do? How does the California Health Foundation handle employees who may be candidates for future promotion? Video Title: Appraising (Hautelook) SYNOPSIS Performance appraisal can be performed both by employees and by their supervisors The online clothing retail company Hautelook conducts evaluations by both a formal and an informal process Informal evaluations can happen at any time during the year, whereas formal evaluations are in January, with an informal mid-year review in July Hautelook has an informal culture, where managers have an open-door policy and employees are encouraged to have regular discussions with managers as to their performance, as well as to self-evaluate their own performance continually Hautelook rewards employees in various ways, such as by recognition, raises, bonuses, and promotions Filling positions by internal promotion is strongly emphasized, and employees are encouraged to think about how they might advance their position in the company in the future Discussion Questions What appraisal tool or tools would you recommend using at Hautelook, and why? What you think of how Hautelook handled its attendance problem? Was this an appraisal or a discipline problem? What difference would it make in how you handle the problem? Which appraisal problems from Chapter would help to explain the fairness and accuracy issues that sometimes arise in the company s appraisals? From what you ve seen in this video, what exactly would you to turn Hautelook s appraisal process into more of a performance management process? CHAPTER 10 EMPLOYEE RETENTION, ENGAGEMENT, AND CAREERS 349 Video Title: Appraising (The Weather Channel) SYNOPSIS Employee appraisals at The Weather Channel are recommended to be done on an ongoing, continual basis so that an employee always knows where he or she stands as far as what is expected and how well he or she is doing This way, the employee can look forward to performance reviews instead of dreading them The idea is that the appraisals will be a confirmation of the progress the employee has been making An employee is recognized not just for what he or she has achieved during the appraisal year, but for the ways in which his or her goals were accomplished The employee can thereby have opportunities identified for building on his or her previous performance and better progress within the company Discussion Questions From what Ms Taylor says, does The Weather Channel really use a performance management process? Why you conclude that? How, specifically, does a firm s performance management process support its training process? How would you reduce the anxiety and stress of an appraisal, based on what you read in Chapter 9? How exactly would you appraise the employees competencies ? What tools would you use specifically, and why? ... 2000 = 10 0 230 210 19 0 17 0 15 0 20-City index 13 0 11 0 90 10 -City index 70 50 19 87 19 89 19 91 1993 19 95 19 97 19 99 20 01 2003 2005 2007 2009 CHAPTER INTRODUCTION TO HUMAN RESOURCE MANAGEMENT 17 will... Internet-Based Job Analysis 11 6 WRITING JOB DESCRIPTIONS Job Identification 11 8 Job Summary 11 9 Relationships 12 1 Responsibilities and Duties 10 2 11 8 12 1 11 4 11 0 10 8 96 X CONTENTS MANAGING THE... PART TWO PART THREE 10 PART FOUR 11 12 13 PART FIVE 14 15 16 17 18 INTRODUCTION Introduction to Human Resource Management Equal Opportunity and the Law 30 Human Resource Management Strategy and