Quiz-3 ReviewSkinner1. Know the differences between classical.docx

Quiz-3 Review
Skinner
1. Know the differences between classical and operant
conditioning.
2. Understand Positive and Negative Reinforcement, as well as
Positive and Negative Punishment.
3. Understand primary and generalized / conditioned /
secondary (these are all the same thing) reinforcers.
4. Understand Skinner’s biography.
5. Know about reinforcement schedules and continuous,
variable, fixed and intermittent types.
6. Know how Skinner views internal processes, and what he
considers internal processes.
7. Understand what Skinner believed shaped human behavior.
8. Know what Skinner thought about punishment.
9. Understand extinction.
10. Know what Skinner’s approach is called.
11. Know what Skinner thought about freedom.
12. Be prepared for scenarios where you must identify terms
and processes.
Bandura
1. Know what Bandura felt about depression and its causes.
2. Understand collective efficacy and proxy agency.
3. Understand what happens when the model is punished.
4. Know what Bandura means by human agency.
5. Know and understand the components of self-regulation.
6. Understand what contributes to self-efficacy.
7. Know the disengagement techniques well enough to identify
them in scenarios.
8. Understand the Triadic Reciprocal Causation Theory.
9. Know how Bandura explains deviant behavior.
10. Know about Bandura’s systematic desensitization.
11. Understand efficacy expectations and outcome expectations.
12. Know about chance encounters and fortuitus events.

13. Understand how vicarious learning is affected by the model.
14. Know how Skinner’s theory and Bandura’s theory are
similar and different.
Post 1
Jazmyn Crider
Nov 2, 2019Local: Nov 2 at 6:23pm Course: Nov 2 at
5:23pm
Manage Discussion Entry
In this case Victor's performance appraisal could be counter
productive because he was not assessed as an individual based
on his performance but rated as part of a group. From Victor's
prospective this would be discouraging overall negatively
influencing his individual work ethic. As an employee one
should feel valuable as an individual and as part of a group.
Nathan was right to encourage Victor's group efforts but wrong
in dismissing his individual contributes. Nathan Should have
provided positive feedback for Victor's accomplishments and
constructive criticism for area's which he could improve.
Because Nathan minimized Victor's individual contribution to
group projects he could have possibly decreased Victor's
willingness to perform at a high level and his desire to be a part
of the organization as a whole.
Post 2
Larry Huff
SundayLocal: Nov 3 at 3:27pm Course: Nov 3 at 2:27pm
It seems as if Nathan is using a results appraisal approach. The
end result seems more important to Nathan than the
performance of any individual. Nathan even states that
everyone received excellent ratings. Victor was not given the
opportunity to discuss his performance. He was simply told to
read and sign his appraisal. I would suggest that Victor
schedule a more convenient time with Nathan to discuss his
performance. According to expectancy theory Victor has a low

level of instrumentality. He does not feel that his performance
is leading to a sense of accomplishment. This can lead to low
employee motivation. Victor needs to express this to Nathan
so that they can set new goals for Victor or better help him to
achieve existing goals
Post 3
Susan Autry
MondayLocal: Nov 4 at 11:48am Course: Nov 4 at 10:48am
Victor is wanting a true sincere evaluation but his supervisor
seems to being going through the motions to get all evaluations
done without putting much thought into it. This could make
Victor have negative feelings towards his job. He could become
very unmotivated because according to his boss's evaluation
style, it doesn't matter if you work hard and do your best or you
don't, everyone seems to get the same evaluation. This is
discouraging and doesn't give Victor anything to work towards.
Since Victor's supervisor is so busy at the moment, he could
request a one on one meeting at a time that is convenient for
both of them to discuss his concerns and request more feedback
specific to his job performance. This would kind of be a touchy
situation since Victor is worried about not getting the raise he
wants if he brings up his worries of his performance not being
up to par over the past year.
Post 4
Julia Knaggs
MondayLocal: Nov 4 at 11:53am Course: Nov 4 at 10:53am
First, Victor should not be discouraged by this experience.
Clearly, he is already a highly motivated and appreciated
employee in this company. Additionally, this is not the only
opportunity Victor has to discuss the new performance
standards for his job. Before these routine performance
appraisals, Victor should make sure his supervisor knows what

he is hoping to gain from the conversation. It may be
intimidating to bring up these issues to his supervisor, but this
will only further prove that he serves as an asset to the company
by being apart of their team. If he reaches the end of the
meeting and he feels his concerns still were not heard, he
should ask to schedule another meeting while still showing his
supervisor that he has a positive attitude within his role. By
coming in with his own list of expectations for himself/the
conversation and outlining goals for future appraisals, Victor
can show that he is worthy of his spot in the company.
It's also important to note how goal-setting theory as discussed
in our textbook can be used to understand Victor's experience
and the subject of employee motivation in this example. This
theory urges that managers motivate workers by focusing on
creating direction and vision through organizational goals.
Moreover, these goals must be specific and difficult to push
workers to the next level. If Victor were to discuss the
importance of goals in his own work with his supervisor, he
might consider implementing a goal setting process into future
performance appraisals for all employees. This way, not only
will Victor have a way to share his thought about his new
performance standards, but every employee around him will be
motivated to contribute more to the company because of
Victor's confidence and creativity.
Post 5
Leah Chapman
MondayLocal: Nov 4 at 8:02pm Course: Nov 4 at 7:02pm
My advice for Victor would be to take action and speak up to
Nathan and express to him what he feels should be talked about.
The meeting and rushing to get the products out could have
waited until after the meeting with Victor was over or just asked
if he could have waited a minute to finish the paper work to get
the orders out in a timely manner. Nathan basically washed off

Victors meeting with him and did not allow for much, or any,
feedback. Victor should raise a concern with the new
performance standards in his job description to make it known
that he think or would like to see some changes in the outcome
of what the company is doing. He could also talk about the
expectancy in the job as well.
Post 6
Annalise Bruer
WednesdayLocal: Nov 6 at 12:34am Course: Nov 5 at
11:34pm
I actually had this same thing happen to me in high school. Of
course we didn’t have performance appraisals, but we had
grades which I took very seriously. In one of my classes, there
were only 2 people including me. The teacher didn’t really give
us much book work because we were able to do more hands-on
stuff due to the lack of students. At the end of the semester, the
teacher gave us a high A but I knew it wasn’t what I deserved.
She kind of just guessed our grades. I could have done better
than the grade or I could have done worse. But the fact that I
didn’t know what my grade honestly should have been really
bothered me. If I could go back, I should have explained this to
my teacher and had her explain how she got my grade or even
just tell me what I was good at and what I could have improved.
This is the same thing Victor should do. As communication is a
big role in the work place, he should tell his boss that he would
rather have his score reflect how he performed rather than it be
easy. The employees of this work place have no reason to be
motivated after they view their appraisal. This will lead to lack
of effort and a faulty staff.
Reply Reply to Comment
Chapter 13

Motivation and Performance
© 2016 by McGraw-Hill Education. This is proprietary material
solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied,
scanned, duplicated, forwarded, distributed, or posted on a
website, in whole or part.
Learning Objectives
Explain what motivation is and why managers need to be
concerned about it.
Describe from the perspectives of expectancy theory and equity
theory what managers should do to have a highly motivated
workforce.
Explain how goals and needs motivate people and what kinds of
goals are especially likely to result in high performance.
13-2
Learning Objectives
Identify the motivation lessons that managers can learn from
operant conditioning theory and social learning theory.
Explain why and how managers can use pay as a major
motivation tool.

13-3
The Nature of Motivation
Motivation
The psychological forces that determine the direction of a
person’s behavior in an organization, a person’s level of effort,
and a person’s level of persistence
Explains why people behave the way they do in organizations
13-4
4
4
Direction
possible behaviors the individual could engage in
Effort
how hard the individual will work
Persistence
whether the individual will keep trying or give up when faced
with obstacles
13-5

Intrinsically Motivated Behavior
Behavior that is performed for its own sake.
Extrinsically Motivated Behavior
Behavior that is performed to acquire material or social rewards
or to avoid punishment.
Prosocially motivated behavior
behavior performed to benefit or help others
13-6
6
6
Intrinsically Motivated Behavior
Behavior that is performed for its own sake.
The source of the motivation that comes from actually
performing the behavior.
The sense of accomplishment and achievement
derived from
doing the work
itself
Extrinsically Motivated Behavior
Behavior that is performed to acquire material or social rewards
or to avoid punishment.
The source of the motivation is the consequences of the
behavior and not the behavior itself.
Prosocially motivated behavior is behavior
that is performed to benefi t or help others. Behavior can be

prosocially motivated
in addition to being extrinsically and/or intrinsically motivated.
Example – Warren Buffet
Investor Warren Buffett is giving away a large portion of his
fortune to the Gates foundation
He is doing it now because he believes in the work the
foundation is doing with world health issues and improving U.S.
libraries and high schools
13-7
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7
http://money.cnn.com/2006/06/25/magazines/fortune/charity1.fo
rtune/
Outcomes and Inputs
Outcome
Anything a person gets from a job or an organization
Pay, job security, benefits, vacation time
Input
Anything a person contributes to his or her job or organization
Time, effort, skills, knowledge, work behaviors
13-8

8
8
The Motivation Equation
13-9
The Motivation Equation
This alignment between employees and organizational goals as a
whole can be described
by the motivation equation depicted in Figure 13.1 . Managers
seek to ensure that people are
motivated to contribute important inputs to the organization,
that these inputs are put to good
use or focused in the direction of high performance, and that
high performance results in
workers’ obtaining the outcomes they desire.
9
Expectancy Theory
Expectancy theory
The theory that motivation will be high when workers believe
that high levels of effort lead to high performance and high
performance leads to the attainment of desired outcomes.

13-10
Expectancy Theory
Expectancy
a person’s perception about the extent to which effort (an input)
results in a certain level of performance
Instrumentality
a person’s perception about the extent to which performance at
a certain level results in the attainment of outcomes
Valence
how desirable each of the available outcomes from the job is to
a person
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11
Motivation will be high when workers believe:
High levels of effort will lead to high performance.
High performance
will lead to the
attainment of
desired outcomes.
Expectancy, Instrumentality,

and Valence
13-12
Expectancy, Instrumentality, and Valence
Expectancy theory identifies three major factors that determine
a
person’s motivation: expectancy, instrumentality, and valence
(see Figure 13.2 ).
12
Expectancy Theory
13-13
Expectancy Theory
Expectancy is high:
People perceive that if
they try hard, they can
perform at a high level.
Instrumentality is high:
People perceive that

high performance leads
to the receipt of
certain outcomes.
Valence is high:
People desire the
outcomes that result
from high performance.
13
Need Theories
Need Theories
Theories of motivation that focus on what needs people are
trying to satisfy at work and what outcomes will satisfy those
needs.
Need
A requirement or necessity for survival and well-being.
13-14
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Managers must determine what needs a worker wants satisfied
and ensure that a person receives the outcomes when
performing well.
Maslow’s Hierarchy of Needs
Maslow’s hierarchy of needs
An arrangement of five basic needs that motivate behavior
Maslow proposed that the lowest level of unmet needs is the
prime motivator and that only one level of needs is motivational

at a time.
13-15
13-16
Psychologist Abraham Maslow proposed that all people seek to
satisfy five basic kinds of needs:
physiological needs, safety needs, belongingness needs, esteem
needs, and self- actualization
needs (see Table 13.1). 65 He suggested that these needs
constitute a hierarchy of needs , with
the most basic or compelling needs—physiological and safety
needs—at the bottom. Maslow
argued that these lowest-level needs must be met before a
person strives to satisfy needs higher
up in the hierarchy, such as self-esteem needs. Once a need is
satisfied, Maslow proposed, it
ceases to operate as a source of motivation. The lowest level of
unmet needs in the hierarchy
is the prime motivator of behavior; if and when this level is

satisfied, needs at the next highest
level in the hierarchy motivate behavior.
16
Alderfer’s ERG Theory
Alderfer’s ERG theory
The theory that three universal needs—for existence,
relatedness, and growth— constitute a hierarchy of needs and
motivate behavior.
Alderfer proposed that needs at more than one level can be
motivational at the same time.
13-17
13-18
Clayton Alderfer’s ERG theory collapsed the five categories
of needs in Maslow’s hierarchy into three universal categories—
existence, relatedness, and growth—also arranged in a hierarchy
(see Table 13.2 ). Alderfer agreed with Maslow that as
lower-level needs become satisfied, a person seeks to satisfy

higher-level needs. Unlike Maslow, however, Alderfer believed
that a person can be motivated by needs at more than one level
at the same time.
18
Herzberg’s Motivation-Hygiene Theory
Herzberg’s motivator-hygiene theory
A need theory that distinguishes between motivator needs and
hygiene needs and proposes that motivator needs must be met
for motivation and job satisfaction to be high.
13-19
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19
Herzberg’s Motivation-Hygiene Theory
Motivator needs relate to the nature of the work itself—
autonomy, responsibility, interesting work.
Hygiene needs are related to the physical and psychological
context of the work—comfortable work environment, pay, job
security.
13-20

20
McClelland’s Needs for Achievement, Affiliation, and Power
Need for Achievement
The extent to which an individual has a strong desire to perform
challenging tasks well and to meet personal standards for
excellence.
13-21
McClelland’s Needs for Achievement, Affiliation, and Power
Need for Affiliation
Concerned about establishing and maintaining good
interpersonal relations, being liked, and having the people
around him get along with each other
Need for Power
A desire to control or influence others
13-22
Equity Theory
Equity Theory
A theory of motivation that focuses on people’s perceptions of

the fairness of their work outcomes relative to their work
inputs.
13-23
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23
A relative outcome to input ratio comparison to oneself or to
another person (referent) perceived as similar to oneself.
Equity exists when a person perceives that their outcome/input
ratio to be equal to the referent’s ratio.
If the referent receives more outcomes, they should also give
more inputs to achieve equity.
Inequity exists when worker’s outcome/input ratio is not equal
to referent.
Underpayment inequity: ratio is less than the referent.
Workers feel they are not getting the outcomes they should for
their inputs.
Overpayment inequity: ratio is higher than the referent.
Workers feel they are getting more outcomes than they should
for their inputs.
Restoring Equity: Inequity creates tension in workers causing
them to attempt to restore equity.
In underpayment, workers may reduce input levels to correct
(rebalance) the ratio or seek a raise.
In overpayment, workers may change the referent person and
readjust their ratio perception.
If inequity persists, workers will often choose to leave the
organization.

Equity Theory
13-24
Equity theory
There are two types of inequity: underpayment inequity and
overpayment inequity
(see Table 13.3 ). Underpayment inequity exists when a
person’s own outcome–
input ratio is perceived to be less than that of a referent. In
comparing yourself to a
referent, you think you are not receiving the outcomes you
should be, given your
inputs. Overpayment inequity exists when a person perceives
that his or her own
outcome–input ratio is greater than that of a referent. In
comparing yourself to a referent,
you think you are receiving more outcomes than you should be,
given your inputs.
24
Inequity
Underpayment inequity
The inequity that exists when a person perceives that his or her
own outcome–input ratio is less than the ratio of a referent.
Overpayment inequity
The inequity that exists when a person perceives that his or her
own outcome–input ratio is greater than the ratio of a referent

13-25
Equity and Justice in Organizations
Distributive justice
A person’s perception of the fairness of the distribution of
outcomes in an organization
Procedural justice
A person’s perception of the fairness of the procedures that are
used to determine how to distribute outcomes in an
organization.
13-26
Equity and Justice in Organizations
Interpersonal justice
A person’s perception of the fairness of the interpersonal
treatment he or she receives from whoever distributes outcomes
to him or her.
Informational justice
A person’s perception of the extent to which his or her manager
provides explanations for decisions and the procedures used to
arrive at them.

13-27
Goal Setting Theory
Goal-setting theory
A theory that focuses on identifying the types of goals that are
most effective in producing high levels of motivation and
performance and explaining why goals have these effects.
Must be specific and difficult
13-28
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28
Learning Theories
Learning theories
Theories that focus on increasing employee motivation and
performance by linking the outcomes that employees receive to
the performance of desired behaviors and the attainment of
goals.
13-29

29
29
Learning
A relatively permanent change in person’s knowledge or
behavior that results from practice or experience.
Operant Conditioning Theory
Operant Conditioning
People learn to perform behaviors that lead to desired
consequences and learn not to perform behaviors that lead to
undesired consequences.
13-30
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30
Linking specific behaviors to the attainment of specific
outcomes can motivate high performance and prevent behaviors
that detract from organizational effectiveness.
Operant Conditioning Tools
Positive Reinforcement
Gives people outcomes they desire when they perform
organizationally functionally behaviors
Negative Reinforcement
Eliminating or removing undesired outcomes when people
perform organizationally functional behaviors

13-31
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Operant Conditioning Tools
Extinction
Curtailing the performance of a dysfunctional behavior by
eliminating whatever is reinforcing it.
Punishment
Administering an undesired or negative consequence when
dysfunctional behavior occurs
13-32
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32
Manager administers an undesired consequence to worker
(verbal reprimand, demotion, pay cut).
Avoiding Side Effects of Punishment
Downplay the emotional element involved
Try to punish dysfunctional behaviors as soon as they occur
Try to avoid punishing someone in front of others

13-33
• Downplay the emotional element involved in punishment.
Make it clear that you
are punishing a person’s performance of a dysfunctional
behavior, not the person
himself or herself.
• Try to punish dysfunctional behaviors as soon after they occur
as possible, and
make sure the negative consequence is a source of punishment
for the individuals
involved. Be certain that organizational members know exactly
why they are
being punished.
• Try to avoid punishing someone in front of others because this
can hurt a person’s
self-respect and lower esteem in the eyes of coworkers as well
as make coworkers
feel uncomfortable. 87 Even so, making organizational members
aware that
an individual who has committed a serious infraction has been
punished can
sometimes be effective in preventing future infractions and
teaching all members
of the organization that certain behaviors are unacceptable. For
example, when
organizational members are informed that a manager who has
sexually harassed
subordinates has been punished, they learn or are reminded of
the fact that sexual

harassment is not tolerated in the organization.
33
Organizational Behavior Modification
Organizational Behavior Modification
The systematic application of operant conditioning techniques
to promote the performance of organizationally functional
behaviors and discourage the performance of dysfunctional
behaviors.
13-34
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34
Used to improve productivity, efficiency, attendance,
punctuality, safe work practices, and customer service
Sometimes questioned because of lack of relevance to certain
work behaviors
To critics it is overly controlling and robs workers of their
dignity, individuality, freedom of choice and creativity
Steps in Organizational
Behavior Modification
13-35

Five Steps in OB MOD
Managers identify
an important behavior.
Managers measure the frequency
with which the behavior
is occurring.
Managers develop and apply a strategy
entailing the use of positive reinforcement,
negative reinforcement,
punishment, or extinction.
Managers measure the
frequency of the behavior.
Managers determine if people know
whether they should be performing the
behavior and what consequences they
receive when they do perform it.
Managers maintain the
behavior by continuing to
use the strategy.
35
Social Learning Theory
A theory that takes into account how learning and motivation
are influenced by people’s thoughts and beliefs and their
observations of other people’s behavior
13-36

36
36
Vicarious Learning
Occurs when a person becomes motivated to perform a behavior
by watching another person perform the behavior and be
positively reinforced for doing so
Also called observational learning
13-37
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Self-reinforcer
Any desired or attractive outcome or award that a person gives
himself or herself for good performance.
Self-efficacy
A person’s belief about his or her ability to perform a behavior
successfully.

13-38
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Pay and Motivation
Pay as a Motivator
Expectancy: Instrumentality, the association between
performance and outcomes, must be high for motivation to be
high.
Need Theory: pay is used to satisfy many needs.
Equity Theory: pay is given in relation to inputs.
13-39
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Pay and Motivation
Pay as a Motivator
Goal Setting Theory: pay is linked to attainment of goals.
Learning Theory: outcomes (pay), is distributed upon
performance of functional behaviors.

13-40
Merit Pay and Performance
Merit Pay Plan
A compensation plan that bases pay on based on individual,
group and/or organization performance.
Individual plan: when individual performance (sales) can
accurately measured.
13-41
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Merit Pay Plan
Group plan: when group that works closely together is measured
and rewarded as a group.
Organization plan: when group or individual outcomes not
easily measured.
Piece-rate Pay
Employee’s pay is based on the number of units that the
employee produces.
Commission Pay
Employee’s pay is based on a percentage of sales that the
employee makes.
Organization-based Merit Plans
Scanlon plan—focuses on reduced expenses or cutting costs
Profit sharing—employees receive a share of an organization’s
profits

Salary Increase or Bonus?
Employee Stock Option
A financial instrument that entitles the bearer to buy shares of
an organization’s stock at a certain price during a certain period
of time or under certain conditions.
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Uses
To attract high-level managers
To motivate employee performance through ownership in the
firm
Video: New Belgium Brewery
How does the open-book management style at New Belgium
Brewery motivate the employees?
13-43
• Employee Owners: New Belgium Brewery -- Run time:

11:01
New Belgium Brewery developed as a result of cofounder Jeff
Lebesch's hobby and family trips to Belgium. From Its early
beginnings in the basement of one of its cofounders, the
company has grown to be a highly respected, high quality, high
volume beer producer. The company sets itself apart from Its
competitors primarily through its organizational culture,
organizational structure and decentralized management
processes. New Belgium Brewery keeps its employees focused
on the wellbeing of the company by giving them shares of stock
when they have been with the company for a year. In this
manner, employees learn to share in the risks, as well as the
rewards. Since employees are not only staff but shareholders as
well, New Belgium treats them as such with "open-book
management". Employees are given training in basic financial
practices and business language so that the cofounders can keep
them informed about the company's performance and upcoming
plans and solicit employees' Ideas.
43
Chapter 12
Human Resource Management
Learning Objectives
Explain why strategic human resource management can help an
organization gain a competitive advantage.

Describe the steps managers take to recruit and select
organizational members.
Discuss the training and development options that ensure
organization members can effectively perform their jobs.
12-2
Learning Objectives
Explain why performance appraisal and feedback is such a
crucial activity, and list the choices managers must make in
designing effective performance appraisal and feedback
procedures.
Explain the issues managers face in determining levels of pay
and benefits
Understand the role that labor relations play in the effective
management of human resources
12-3
Strategic Human
Resource Management
Human Resource Management (HRM)
Activities that managers engage in to attract and retain
employees and to ensure that they perform at a high
level and contribute

to the accomplishment
of organizational goals.
12-4
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4
HRM activities
Recruitment and selection
Training and development
Performance appraisal and feedback
Pay and benefits
Labor relations
Strategic Human
Resource Management
Strategic Human Resource Management
The process by which managers design the components of a
HRM system to be consistent with each other, with other
elements of organizational architecture, and with the
organization’s strategy and goals.
12-5

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5
The objective of strategic HRM is the development of an HRM
system that enhances the organization’s efficiency, quality,
innovation, and responsiveness to customers.
“Six Sigma” quality improvement plans
ensure that an organization’s products and services are as free
of errors or defects as possible through a variety of human
resource-related initiatives
Components of a Human Resource Management System
12-6
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Components of a Human Resource Management System
Recruitment and Selection
Used to attract and hire new employees who have the abilities,
skills, and experiences that will help an organization achieve its
goals.
Training and Development
Ensures that organizational members develop the skills and
abilities that will enable them to perform their jobs effectively
in the present and the future
Changes in technology and the environment require that
organizational members learn new techniques and ways of
working

Performance Appraisal and Feedback
Provides managers with the information they need to make good
human resources decisions about how to train, motivate, and
reward organizational members
Feedback from performance appraisal serves a developmental
purpose for members of an organization
Pay and Benefits
Rewarding high performing organizational members with raises,
bonuses and recognition.
Increased pay provides additional incentive.
Benefits, such as health insurance, reward membership in firm.
Labor relations
Steps that managers take to develop and maintain good working
relationships with the labor unions that may represent their
employees’ interests
6
The Legal Environment of HRM
Equal Employment Opportunity (EEO)
The equal right of all citizens to the opportunity to obtain
employment regardless of their gender, age, race, country of
origin, religion, or disabilities.
Equal Employment Opportunity Commission (EEOC) enforces
employment laws.
12-7
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7

Major Equal Employment Opportunity Laws Affecting HRM
12-8
Major Equal Employment Opportunity Laws Affecting HRM
1963 Equal Pay Act Requires that men and women be paid
equally if they are performing
equal work.
1964 Title VII of the Civil Rights Act Prohibits employment
discrimination on the basis of race, religion,
sex, color, or national origin; covers a wide range of
employment
decisions, including hiring, firing, pay, promotion, and working
conditions.
1967 Age Discrimination in Employment
Act
Prohibits discrimination against workers over the age of 40 and
restricts mandatory retirement.
1978 Pregnancy Discrimination Act Prohibits employment
discrimination against women on the basis of
pregnancy, childbirth, and related medical decisions.
1990 Americans with Disabilities Act Prohibits employment
discrimination against individuals with disabilities
and requires that employers make accommodations for such
workers to enable them to perform their jobs.
1991 Civil Rights Act Prohibits discrimination (as does Title
VII) and allows the awarding
of punitive and compensatory damages, in addition to back pay,

in
cases of intentional discrimination.
1993 Family and Medical Leave Act Requires that employers
provide 12 weeks of unpaid leave for medical
and family reasons, including paternity and illness of a family
member.
8
Contemporary Challenges
for Managers
How to eliminate sexual harassment
How to make accommodations for employees with disabilities
How to deal with employees who have substance abuse
problems
How to manage HIV-positive employees and employees with
AIDs
12-9
Recruitment and Selection
Recruitment
Activities that managers engage in to develop a pool of
candidates for open positions.
Selection
The process that managers use to determine the relative
qualifications of job applicants and their potential for
performing well in a particular job.

12-10
The Recruitment and
Selection System
12-11
The Recruitment and Selection System
Before actually recruiting and selecting employees, managers
need to engage in two important activities: human resource
planning and job analysis
( Figure 12.2 ).
11
Human Resource Planning
Human Resource Planning (HRP)
Activities that managers engage in to forecast their current and
future needs for human resources.
12-12

12
12
Demand forecasts
Estimates the qualifications and numbers of employees the firm
will need given its goals strategies.
Supply forecasts
Estimates the availability and qualifications of current
employees now and in the future, as well as the supply of
qualified workers in the external labor market.
Demand forecasts
Estimates the qualifications and numbers of employees the firm
will need given its goals strategies.
Supply forecasts
Estimates the availability and qualifications of current
employees now and in the future, as well as the supply of
qualified workers in the external labor market.
12-13
Outsourcing
Using outside suppliers and manufacturers to produce goods and
services
Using contract workers rather than hiring them.
More flexible for the firm.
Provides human capital at a lower cost.

12-14
14
14
Problems with Outsourcing
Loss of control over output; outsource contractors are not
committed to the firm.
Unions are against outsourcing that has potential to eliminate
member’s jobs.
Job Analysis
Job Analysis
Identifying the tasks, duties and responsibilities that make up a
job and the knowledge, skills, and abilities needed to perform
the job.
Should be done for each job in the organization.
12-15
Job Analysis
Job analysis methods
Observing what current workers do.
Having workers and manages fill out questionnaires.

12-16
Recruitment
External Recruiting
Looking outside the organization for people who have not
worked at the firm previously.
Newspapers advertisements, open houses, career fairs at
colleges, recruiting meetings with groups in the community
12-17
17
17
Recruitment
Advantages of External Recruiting
Having access to a potentially large applicant pool
Being able to attract people who have the skills, knowledge, and
abilities an organization needs
Bringing in newcomers who may have a fresh approach to
problems and be up to date on the latest technology

12-18
Recruitment
Internal Recruiting
Managers turn to existing employees to fill open positions
Benefits of internal recruiting:
Internal applicants are already familiar with the organization
Managers already know candidates
Can help boost levels of employee motivation and morale
12-19
19
19
Honesty in Hiring
Realistic Job Preview
An honest assessment of the advantage and disadvantages of a
job and organization.
Can reduce the number of new hires who quit when jobs and
organizations fail to meet their unrealistic expectations

12-20
20
Managers may be tempted to paint overly rosy pictures of both
the open positions and the organization as a whole
Managers may feel that if they are honest, an applicant may not
be willing to work there.
Research indicates this is a poor strategy.
20
Selection Tools
12-21
21
Selection Tools
Background Information
Helpful to screen out applicants who are lacking key
qualifications
Determine which qualified applicants are more promising than
others
Interviews
Structured interviews where managers ask each applicant the
same job-related questions.
Unstructured interviews that resemble normal conversations.
Usually structured interviews preferred; bias is possible in

unstructured interviews.
Paper-and-Pencil Tests
Ability tests assess the extent to which applicants possess the
skills necessary job performance
Managers must have sound evidence that the tests are good
predictors of performance
Physical ability tests
Measures of dexterity, strength, and stamina for physically
demanding jobs
Measures must be job related to avoid discrimination.
Performance tests
Tests that measure an applicant’s current ability to perform the
job or part of the job such as requiring an applicant to take
typing speed test.
Assessment centers are facilities where managerial candidates
are assessed on job-related activities over a period of a few
days.
References
Knowledgeable sources who know the applicants’ skills,
abilities, and other personal characteristics
Many former employers are reluctant to provide negative
information
21
Example - Wonderlic
Wonderlic provides many tools for pre-screening employees
One example is the Wonderlic Personnel Test
12-22

22
22
The Selection Process
Selection process
Managers find out whether each applicant is qualified for the
position and likely to be a good performer
12-23
Reliability and Validity
Reliability
the degree to which the tool or test measures the same thing
each time it is used
Validity
the degree to which the test measures what it is supposed to
measure
12-24
24
24
Reliability Example: scores should be similar for the same

person taking the same test over time.
Validity Example: how well a physical ability test predicts the
job performance of a firefighter.
Training
Teaching organizational members how to perform current jobs
and helping them to acquire the knowledge and skills they need
to be effective performers.
Development
Building the knowledge and skills of organizational members to
enable them to take on new responsibilities and challenges.
12-25
25
25
Needs Assessment
An assessment of which employees need training or
development and what type of skills or knowledge they need to
acquire.

12-26
12-27
27
Classroom Instruction
Employees acquire skills in a classroom setting.
Includes use of videos, role-playing, and simulations.
On-the-Job Training
Employee learning occurs in the work setting as new worker
does the job.
Training is given by co-workers and can be done continuously
to update the skills of current employees.
Varied Work Experiences
Top managers have need to and must build expertise in many
areas.
Employees identified as possible top managers are assigned
different tasks and a variety of positions in an organization.
Formal Education
Tuition reimbursement is common for managers taking classes
for MBA or job-related degrees.
Long-distance learning can also be used to reduce travel and
other expenses for managerial training.
27

Performance Appraisal
and Feedback
The evaluation of employees’ job performance and
contributions to their organization.
Traits, behaviors, results
12-28
28
28
Performance Feedback
The process through which managers share performance
appraisal information, give subordinates an opportunity to
reflect on their own performance, and develop with
subordinates, plans for the future.
Trait Appraisals
Assessing subordinates on personal characteristics that are
relevant to job performance.
Disadvantages of trait appraisals
Employees with a particular trait may choose not to use that
particular trait on the job.
Traits and performance are not always obviously linked
It is difficult to give feedback on traits.
Behavior Appraisals
Assesses how workers perform their jobs—the actual actions
and behaviors that exhibit on the job.
Focuses on what a worker does right and wrong and provides
good feedback for employees to change their behaviors.

Results appraisals
Managers appraise performance by the results or the actual
outcomes of work behaviors
Objective appraisals
Assesses performance based on facts (e.g., sales figures).
Subjective appraisals
Assessments based on a manager’s perceptions of traits,
behavior, or results.
Graphic rating scales
Behaviorally anchored rating scales (BARS)
Behavior observation scales (BOS)
Forced ranking systems
and Feedback
Performance feedback
The process through which managers share performance
appraisal information with subordinates, give subordinates an
opportunity to reflect on their own performance, and develop,
with subordinates, plans for the future.
29
Subject Measures of Performance
12-30

Subject Measures of Performance
Some of the more popular subjective measures such as the
graphic rating scale, the behaviorally
anchored rating scale (BARS), and the behavior observation
scale (BOS) are illustrated
in Figure 12.5 . 118 When graphic rating scales are used,
performance is assessed along
a continuum with specified intervals. With a BARS,
performance is assessed along a scale
with clearly defined scale points containing examples of
specific behaviors.
30
Subject Measures of Performance:
Behavioral Observation Scale
12-31
Subject Measures of Performance: Behavioral Observation
Scale
A BOS assesses
performance by how often specific behaviors are performed.
Many managers may use both
objective and subjective appraisals. For example, a salesperson
may be appraised both on the

dollar value of sales (objective) and the quality of customer
service (subjective).
31
Who Appraises Performance?
12-32
32
Who Appraises Performance?
Self
Self appraisals can supplement manager view.
Peer appraisal
Coworkers provide appraisal; common in team settings.
360 Degree
A performance appraisal by peers, subordinates, superiors, and
clients who are in a position to evaluate a manager’s
performance
32
Effective Performance Feedback
Formal appraisals
An appraisal conducted at a set time during the year and based
on performance dimensions that were specified in advance
Informal appraisals
An unscheduled appraisal of ongoing progress and areas for
improvement

12-33
33
33
Effective Feedback Tips
Be specific and focus on behaviors or outcomes that are
correctable and within a worker’s ability to improve.
Approach performance appraisal as an exercise in problem
solving and solution finding, not criticizing.
Express confidence in a subordinate ability to improve.
Provide performance feedback both formally and informally.
12-34
34
34
Praise instances of high performance and areas of a job in which
a worker excels.
Avoid personal criticisms and treat subordinates with respect.
Agree to a timetable for performance improvements.
Pay and Benefits
Pay
Includes employees’ base salaries, pay raises, and bonuses
Determined by characteristics of the organization and the job

and levels of performance
Benefits are based on membership in an organization
12-35
Pay and Benefits
Pay level
The relative position of an organization’s incentives in
comparison with those of other firms in the same industry
employing similar kinds of workers
12-36
36
36
Pay Structure
Pay Structure
The arrangement of jobs into categories based on their relative
importance to the organization and its goals, level of skills, and
other characteristics.

12-37
37
37
CEO
VP
Director
Director
VP
Dept Mgr
Director
Dept Mgr

Pay and Benefits
Benefits
Legally required: social security, workers’ compensation,
unemployment insurance
Voluntary: health insurance, retirement, day care
Cafeteria-style benefits plans allow employees to choose the
best mix of benefits for them, but can be hard to manage.
12-38

38
38
Labor Relations
Labor Relations
The activities managers engage in to ensure they have effective
working relationships with the labor unions that represent their
employees interests.
12-39
39
39
Laws regulating areas of employment.
Fair Labor Standards Act (1938) prohibits child labor, sets a
minimum wage and maximum working hours.
Equal Pay Act (1963) men and women doing equal work will get
equal pay.
Work Place Safety (1970) OSHA mandates procedures for safe
working conditions.
Unions
Unions
Represent worker’s interests to management in organizations.
A united group inevitably wields more power than an
individual, and this type of power may be especially helpful to
employees in some organizations.

12-40
40
40
Unions are permitted by the National Labor Relations Act
(1935) which also created the NLRB to oversee the relationship
between employers and unions.
Not all workers want unions. Union membership costs money in
dues and workers might not want to strike.
Union membership is lower today than 40 years ago.
Collective Bargaining
Collective bargaining
Negotiation between labor and management to resolve conflicts
and disputes about issues such as working hours, wages,
benefits, working conditions, and job security.
12-41
41
41

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