Human resrouce management 12th mathis jacson chapter 005

CHAPTER Managing Equal Employment and Diversity Section Staffing the Organization © 2008 Thomson/South-Western All rights reserved PowerPoint Presentation by Charlie Cook The University of West Alabama Chapter Chapter Objectives Objectives After you have read this chapter, you should be able to: ■ Discuss racial/ethnic discrimination concerns involved with harassment and language issues ■ Describe how women are affected by pay, job assignment, and career issues in organizations ■ Define the two types of sexual harassment and how employers should respond to sexual harassment complaints ■ Identify two means that organizations are using to deal with the aging of their workforces © 2008 Thomson/South- 5–2 Chapter Chapter Objectives Objectives (cont’d) (cont’d) After you have read this chapter, you should be able to: ■ Discuss how reasonable accommodation is made when managing individuals with disabilities and differing religious beliefs ■ Evaluate several arguments supporting and opposing affirmative action ■ Explain diversity management and discuss why diversity training is important © 2008 Thomson/South- 5–3 FIGURE 5-1 Equal Employment and Diversity Management © 2008 Thomson/South- 5–4 Race, National Origin, and Citizenship Issues Potential HR Issues Racial/Ethnic Discrimination and Harassment English-Only Requirements and Bilingual Employees © 2008 Thomson/South- Requirements for Immigrants and Foreign-Born Workers 5–5 FIGURE 5-2 Recent Year Charge Statistics from EEOC Note: Because individuals often file charges claiming multiple types of discrimination, the total percentages may exceed 100% Total charges = 75,428 Source: U.S Equal Employment Opportunity Commission, 2006, www.eeoc.gov/stats/charges.html © 2008 Thomson/South- 5–6 Sex/Gender Issues • Pay Inequity  To guard against pay inequities, employers should:  Include benefits and other items of remuneration to calculate pay  Inform  Base all employees how pay practices work pay on the value of jobs and performance  Benchmark pay against local and national markets so that pay structures are competitive  Conduct audits to detect gender-based inequities and ensure that pay is fair internally © 2008 Thomson/South- 5–7 FIGURE 5-3 Female Annual Earnings as Percentage of Male Earnings Source: U.S Department of Labor, Bureau of Labor Statistics, 2006, www.bls.gov © 2008 Thomson/South- 5–8 FIGURE 5-4 Women as Percentage of Total Employees by Selected Industries Source: U.S Bureau of Labor Statistics, “Employed Persons by Detailed Industry and Sex,” 2006, www.bls.gov © 2008 Thomson/South- 5–9 Sex/Gender Issues Women in the Workforce Issues Nepotism Job Assignments and Nontraditional Jobs © 2008 Thomson/South- Glass Ceilings, Walls and Elevators 5–10 Age Issues and EEO Age Discrimination and Employment Issues Discrimination against “overqualified” older employees Age discrimination in workforce reductions (ADEA and OWBPA) © 2008 Thomson/South- Attracting, retaining, and managing older workers 5–18 HR Managers’ Views of Older Workers Consequences • • • • Health care usage Heath care costs More training/retraining Employee stress Older Workers Advantages Disadvantages • • • • • • Are weak on new technology • Cause expenses to rise • Are less flexible Will work different schedules Serve as mentors Have invaluable experience Have a strong work ethic Are more reliable © 2008 Thomson/South- 5–19 Individuals with Disabilities in the Workforce Recruiting and Selecting Individuals with Disabilities Employees Who Develop Disabilities Managing Individuals with Disabilities Individuals with Mental Disabilities © 2008 Thomson/South- Individuals with LifeThreatening Illnesses 5–20 FIGURE 5-7 Common Means of Reasonable Accommodation © 2008 Thomson/South- 5–21 FIGURE 5-8 Religion and Spirituality in Workplaces © 2008 Thomson/South- 5–22 Affirmative Action • Affirmative Action  Employers are urged to hire groups of people based on their race, age, gender, or national origin to make up for historical discrimination • Affirmative Action and the U.S Courts  Courts have upheld the legality of affirmative action, but recently have limited it somewhat  University of Michigan cases • Reverse Discrimination  Occurs when a person is denied an opportunity because of preferences given to protected-class individuals who may be less qualified © 2008 Thomson/South- 5–23 Debate on Affirmative Action Affirmative Action Is Still Needed • To overcome and eliminate the effects of past injustices • To create equality for all persons, even if temporary injustice to some individuals may result Affirmative Action Is No Longer Needed • Penalizes individuals even though they have not been guilty of discrimination • Creates preferences that result in reverse discrimination • Employment of protected-class members will benefit society • Results in greater polarization and separatism • Properly used, does not discriminate against males or whites • Stigmatizes those it is designed to help • Goals indicate progress needed, not quotas © 2008 Thomson/South- • Forces employers to “play by the numbers” as goals become quotas 5–24 Affirmative Action • Affirmative Action Plan (AAP)  A requirement for federal government contractors with more than 50 employees and over $50,000 in government contracts annually to formally document the inclusion of women and racial minorities in the workforce  Covered employers must submit plans describing their attempts to narrow the gaps between the composition of their workforces and the composition of labor markets where they obtain employees  Focuses on hiring, training, and promoting protected-class members who are under-represented in an organization in relation to their availability in the labor markets from which recruiting occurs © 2008 Thomson/South- 5–25 FIGURE 5-9 Components of an Affirmative Action Plan (AAP) © 2008 Thomson/South- 5–26 Managing Diversity Tangible Indicators of Diversity • Age • Marital and family status • Disabilities • Race/ethnicity • Religion • Gender • Sexual orientation © 2008 Thomson/South- 5–27 Managing Diversity (cont’d) Diversity: The Business Case • Allows new talent and new ideas from employees of different backgrounds • Helps recruiting and retention • Allows for an increase in market share • Leads to lower costs because there may be fewer lawsuits © 2008 Thomson/South- 5–28 FIGURE 5-10 Various Approaches to Diversity and Their Results © 2008 Thomson/South- 5–29 FIGURE 5-11 Common Diversity Management Components © 2008 Thomson/South- 5–30 Diversity Training Components of Diversity Training Legal awareness training Cultural awareness training © 2008 Thomson/South- Sensitivity training 5–31 Diversity Training (cont’d) Backlash Against Diversity Efforts Protected Groups Non-Protected Groups View diversity efforts as inadequate and nothing more than “corporate public relations” that not meet expectations Believe that the emphasis on diversity makes them scapegoats for problems created by increasing diversity © 2008 Thomson/South- 5–32 [...]...Sex/Gender Issues (cont’d) Establishing mentoring programs Providing career rotation Breaking the Glass Increasing top management and boardroom diversity Allowing for alternative work arrangements Establishing goals for diversity © 2008 Thomson/South- 5–11 Sex/Gender Issues (cont’d) • Individuals with Differing Sexual... sexual harassment © 2008 Thomson/South- Investigating and taking actions when complaints arise 5–16 FIGURE 5-6 Sexual Harassment Liability Determination Source: Virginia Collins, PhD, SPHR, and Robert L Mathis, PhD, SPHR, Omaha, Nebraska © 2008 Thomson/South- 5–17 Age Issues and EEO Age Discrimination and Employment Issues Discrimination against “overqualified” older employees Age discrimination in workforce... Leads to lower costs because there may be fewer lawsuits © 2008 Thomson/South- 5–28 FIGURE 5-10 Various Approaches to Diversity and Their Results © 2008 Thomson/South- 5–29 FIGURE 5-11 Common Diversity Management Components © 2008 Thomson/South- 5–30 Diversity Training Components of Diversity Training Legal awareness training Cultural awareness training © 2008 Thomson/South- Sensitivity training 5–31