BUS 51 - Mosley7e ch15

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Cengage Professor, Karen Gordon-Brown, Peralta Community College District @ Merritt College, Oakland, CA
kgordon@peralta.edu

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  • BUS 51 - Mosley7e ch15

    1. 1. Part 6 Managing Human Resources and Diversity Chapter 15 Selecting, Appraising, and Disciplining Employees Mosley • Pietri PowerPoint Presentation by Charlie Cook The University of West Alabama © 2008 Thomson/South-Western All rights reserved.
    2. 2. Learning Objectives Learning Objectives After reading and studying this chapter, you should be able to: 1. Explain who is responsible for selecting, appraising, and disciplining employees. 2. Describe the steps in the employee selection procedure, including the proper orientation of new employees. 3. Explain what employee performance appraisal is and who performs it. 4. State why performance-appraisal interviews are difficult for both the employee and the supervisor. 5. 2008 Thomson/South- explain why it is necessary. © Define discipline and Western. All rights reserved. 15–2
    3. 3. Learning Objectives (cont’d) Learning Objectives (cont’d) After reading and studying this chapter, you should be able to: 6. Describe how discipline is imposed under due process. 7. Explain the supervisor’s disciplinary role. © 2008 Thomson/SouthWestern. All rights reserved. 15–3
    4. 4. Responsibility for Selecting, Appraising, and Disciplining Employees Top Managers Top Managers Middle Managers Middle Managers A Shared A Shared Responsibility Responsibility Supervisors Supervisors © 2008 Thomson/SouthWestern. All rights reserved. 15–4
    5. 5. Responsibility Is Shared TOP MANAGERS set human resources objectives, establish policies, and do long range planning and organizing. MIDDLE MANAGERS control the operating procedures needed to achieve these objectives and carry out personnel policies. SUPERVISORS interpret policies for employees and carry out higher management’s wishes as to selecting and training employees. © 2008 Thomson/SouthWestern. All rights reserved. 15–5
    6. 6. EXHIBIT 15.1 © 2008 Thomson/SouthWestern. All rights reserved. Source: Adapted from Figure 9-4, “Techniques for Gathering Information about Potential Employees,” Small Business Management: An Entrepreneur’s Guidebook, 4th ed., p. 228; Leon C. Megginson, Mary Jane Byrd, and William L. Megginson. Copyright © 2003. Reprinted by permission of The McGraw-Hill Companies. Flowchart of a Suggested Selection Procedure 15–6
    7. 7. Equal Employment Opportunity (EEO) and Affirmative Action (AA) in Hiring • Guidelines on Employee Selection Procedures  Are issued by the Equal Employment Opportunity Commission (EEOC) and cover all selection procedures, not just testing.  Selection procedures must also comply with your affirmative action program (AAP) for hiring people from various groups.  The firm’s human resource officer, in particular, should be certain that the selection procedure conforms to national and local laws and customs. © 2008 Thomson/SouthWestern. All rights reserved. 15–7
    8. 8. EXHIBIT 15.2 Topics to Avoid When Interviewing Applicants Here is a summary of ten of the most dangerous questions or topics you might raise during an interview. 1. Children. Do not ask applicants whether they have children, or plan to have children, or have child care. 2. Age. Do not ask an applicant’s age. 3. Disabilities. Do not ask whether the candidate has a physical or mental disability that would interfere with doing the job. 4. Physical Characteristics. Do not ask for such identifying characteristics as height or weight on an application. 5. Name. Do not ask a female candidate for her maiden name. 6. Citizenship. Do not ask applicants about their citizenship. However, the Immigration Reform and Control Act does require business operators to determine that their employees have a legal right to work in the United States. 7. Lawsuits. Do not ask a job candidate whether he or she has ever filed a suit or a claim against a former employer. 8. Arrest Records. Do not ask applicants about their arrest records. 9. Smoking. Do not ask whether a candidate smokes. While smokers are not protected under the Americans with Disabilities Act (ADA), asking applicants whether they smoke might lead to legal difficulties if an applicant is turned down because of fear that smoking would drive up the employer’s health care costs. 10. AIDS and HIV. Never ask job candidates whether they have AIDS or are HIV-positive, because these questions violate the ADA and could violate state and federal civil rights laws © 2008 Thomson/SouthWestern. All rights reserved. 15–8 Source: Nation’s Business, July 1992. Reprinted by permission, USChamber.com, 1992, Copyright © 1992, U.S. Chamber of Commerce.
    9. 9. Preemployment Testing: Types of Tests IQ tests Measure the applicant’s capacity to learn, solve problems, and understand relationships. Aptitude tests Predict how a person might perform on a given job. Vocational interest tests Determine the applicant’s areas of major work interest. Personality tests Measure the applicant’s emotional adjustment and attitude Achievement, proficiency, or skill tests Measure the applicant’s knowledge of and ability to do a given job. Work sampling A test in which the prospective employee must or work perform a task that is representative of the job. preview © 2008 Thomson/SouthWestern. All rights reserved. 15–9
    10. 10. Requirements for Using Tests in Selection • Validity  A high positive correlation between the applicant’s test scores and some objective measure of job performance. • Reliability  The probability that test results won’t change if the test is given to the same person by different individuals. © 2008 Thomson/SouthWestern. All rights reserved. 15–10
    11. 11. Preemployment Interview: Questions to Ask 1. What did you do on your last job? 2. How did you do it? 3. Why did you do it? 4. Of the jobs you have had, which did you like best? Which the least? 5. Why did you leave your last job? 6. What do you consider your strong and weak points? 7. Why do you want to work for us? © 2008 Thomson/SouthWestern. All rights reserved. 15–11
    12. 12. Types of Preemployment Interviews • Structured Interviews  Are standardized and controlled with regard to questions asked, sequence of questions, interpretation of replies, and weight given to factors considered in making the value judgment as to whether or not to hire the person. • Unstructured Interviews  Do not follow a preset format in that the pattern of questions asked, the conditions under which they are asked, and the basis for evaluating results are determined by the interviewer. © 2008 Thomson/SouthWestern. All rights reserved. 15–12
    13. 13. Checking References and Records • Why Check References?  To verify applicant’s self-reported information on application and during initial interview.  To spot omissions and clarify prior employment information about the applicant.  To avoid charges of negligent hiring. • Checking References  Ask specific questions—dates of employment, salary, rehire status—about an applicant’s performance to avoid invading an applicant’s privacy. © 2008 Thomson/SouthWestern. All rights reserved. 15–13
    14. 14. New Employee Orientation • Orientation  The procedures for familiarizing a new employee with the company surroundings, policies, and job responsibilities. • Orientation Program and Socialization Topics  Job description  Company information and facilities tour  Discussion of policies, procedures, rules, benefits, and performance expectations  Periodic follow-up interviews  Mentoring by tenured employee © 2008 Thomson/SouthWestern. All rights reserved. 15–14
    15. 15. What Is a Performance Appraisal? • Performance Appraisal Defined  The process used to determine to what extent an employee is performing a job in the way it was intended to be done. • Other Names for Appraisals  Merit rating, efficiency rating, service rating, and employee evaluation. • Appraisal Interview  An interview in which a supervisor communicates the results of a performance appraisal to an employee. © 2008 Thomson/SouthWestern. All rights reserved. 15–15
    16. 16. EXHIBIT 15.3 How Performance Appraisals Operate © 2008 Thomson/SouthWestern. All rights reserved. 15–16
    17. 17. Purposes of the Performance Appraisal 1. To recognize “good” performance. 2. To point out areas that need improvement. 3. To validate selection techniques in order to meet EEOC/AAP requirements. 4. To provide a basis for administrative actions such as promotions. © 2008 Thomson/SouthWestern. All rights reserved. 15–17
    18. 18. EXHIBIT 15.4 Hints for the Appraisal Interview Do Don’t • Prepare in advance. • Lecture the employee. • Focus on performance and development. • Mix performance appraisal and salary or promotion issues. • Be specific about reasons for ratings. • Concentrate only on the negative. • Decide about specific steps to be taken for improvement. • Consider your role in the employee’s performance. • Reinforce the behavior you want. • Do all the talking. • Be overcritical or “harp on” a failing. • Feel it is necessary that both of you agree on all areas. • Compare the employee with others. • Focus on future performance. © 2008 Thomson/SouthWestern. All rights reserved. Source: Robert L. Mathis and John H. Jackson, Personnel/Human Resources Management, 7th ed. (Mason, Ohio: SouthWestern, 1994), p. 318. Reprinted with permission of South-Western, a division of Thomson Learning: www. thomsonrights.com. 15–18
    19. 19. The Need for Discipline • Discipline Defined  Training that corrects and molds knowledge, attitudes, and behavior. • Effective job performance requires that both managerial and nonmanagerial employees maintain discipline. • An employer has the right to maintain a welldisciplined work environment and the right to administer discipline when rules are violated. © 2008 Thomson/SouthWestern. All rights reserved. 15–19
    20. 20. Discipline as Due Process • Due Process  Guarantees the individual accused of violating an established rule a hearing to determine the extent of guilt. • Conditions Ensuring Due Process  Rules or laws exist.  There are specific, fixed penalties for violating those rules, with progressive degrees in the severity of penalties.  Penalties are imposed only after a hearing to determine the extent of guilt has been conducted for the accused. © 2008 Thomson/SouthWestern. All rights reserved. 15–20
    21. 21. Due Process in Organizations • Support for Disciplinary Action Requires:  The rules be reasonable.  The penalty is related to the severity of the offense.  The worker was given a fair hearing. • Fair Disciplinary Procedure Requirements  To make definite charges.  To notify the employee (and union), in writing, of the offense.  To have some provision for the employee to answer the charges either by protest or by appeal. © 2008 Thomson/SouthWestern. All rights reserved. 15–21
    22. 22. Progressive Discipline 1. Oral Warning Does not go into the employee’s record. 2. Oral Warning Goes into the employee’s record. 3. Written reprimand Comes from higher-level management. 4. Suspension Is an involuntary layoff from work. 5. Discharge Is the ultimate penalty which removes the employee from © 2008 Thomson/South- the organization. Western. All rights reserved. 15–22
    23. 23. Disciplining Employees • Graduated Scale of Penalties  Penalties become progressively more severe each time the violation is repeated. • Intolerable Offenses  Disciplinary problems of a drastic, dangerous, or illegal nature (e.g., theft) that result in the immediate discharge of the employee. © 2008 Thomson/SouthWestern. All rights reserved. 15–23
    24. 24. The Supervisor’s Disciplinary Role When applying discipline, a supervisor must consider these points: 1. Every job should carry with it a certain margin for error. 2. Being overly concerned with avoiding errors stifles initiative and encourages employees to postpone decisions or avoid making them altogether. 3. A different way of doing something should not be mistaken for the wrong way of doing it. © 2008 Thomson/SouthWestern. All rights reserved. 15–24
    25. 25. The Supervisor and Effective Discipline • Effective Discipline  Carries a clear advance warning.  Is immediate.  Is consistent.  Is impersonal. © 2008 Thomson/SouthWestern. All rights reserved. 15–25
    26. 26. EXHIBIT 15.5 The Hot-Stove Rule Advance Warning Immediacy Consistency Impersonality © 2008 Thomson/SouthWestern. All rights reserved. Source: Based on concepts in Theo Haimann and Raymond L. Hilgert, Instructor’s Manual—Supervision: Concepts and Practices of Management, 6th ed. (Mason, Ohio: South-Western, 1995). Reproduced with permission of South-Western, a division of Thomson Learning: www.thomsonrights.com. 15–26
    27. 27. Applying Discipline • Disciplinary Layoff or Suspension  Involuntary time off without pay. • Termination-At-Will (Discharge) Rule  An employer can dismiss an employee for any reason—or even for no reason at all—unless there was an explicit contractual provision preventing such action. • Grounds for Discharge  Incompetent performance that does not respond to training or accommodation, gross or repeated insubordination, excessive unexcused absences, repeated and unexcused tardiness, verbal abuse of others, physical violence, falsification of records, drunkenness or drug abuse on the job, and theft. © 2008 Thomson/SouthWestern. All rights reserved. 15–27
    28. 28. Important Terms Important Terms • achievement, proficiency, or skill tests • appraisal interview • aptitude tests • disciplinary layoff or suspension • discipline • due process • graduated scale of penalties • hot-stove rule • intolerable offenses • orientation • IQ tests © 2008 Thomson/SouthWestern. All rights reserved. • performance appraisal or merit rating or efficiency • rating or service rating or employee evaluation • personality tests • progressive discipline • reliability • structured interviews • termination-at-will rule • validity • vocational interest tests • work sampling or work preview 15–28

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