28 Chapter 1 Mattel Energy, and Measurement(e) A paper cli.docx

28 Chapter 1 Mattel Energy, and Measurement
(e) A paper clip weighs 50 mg or 50 g or 50 kg
(f) Your hand has a width of 100 mm or 100 cm or
1.00 m
(S) An audiocassette weighs 40 mg or 40 g or 40 kg
1.35 You are taken for a helieopter ride in Hawaii from
Kona (sea level) to the top of the volcano Mauna
Kea. Which property of your body would change dur-
ing the helicopter ride?
(a) height (b) weight (c) volume (d) mass
1.36 Convert to Celsius and to Kelvin:
(a) 320"F (b) 212"F (c) 0"F (d) -250'F
L.87 Convert to Fahrenheit and to Kelvin:
(a) 25"C (b) 40'C (c) 250'C (d) -273'C
Sectron 1.5 What ls a Handy Way to Convert trom
One Unit to Another?
1.38 Make the following conversions (conversion factors
-
are given in Table 1.3):
is labeled 208 mg/ml, how many mL would be given
in a daily dose?
1.49 A critical care physician prescribes an fV of heparin

to be administered at a rate of 1100 units per hour.
The IV contains 26,000 units ofheparin per liter.
Determine the rate of the IV in cclh.
1.50 If an fV is mixed so that each 150 mL contains
500. mg of the drug lidocaine, how many minutes
will it take for 750 mg of lid.ocaine to be adminis-
tered if the rate is set at 5 ml/min?
1.51 Anurse practitioner otders isotonic sodnrmlactate
50. ml/kg body mass to be administered intravenously
for a 139-lb patient with severe acidosis. The rate of
flow is 150 gtts/min, and the fV administration set
d.elivers 20. gbts/ml, where the unit "gtts" stands for
drops of liquid.What is the running time in minutes?
1.52 An order for a patient reads "Give 40. mg of
pantoprazole IV and 5 g of MgSO, IV." The
pantoprazole should be administered at a
concentration of 0.4 mg/ml and the MgSOa should
be administered at a concentration of 0.02 g/ml, in
separate fV infusion bags. What is the total fluid vol-
ume the patient has received from both IV infusions?
Section 1.6 What Are the States of Matter?
1.58 Which states of matter have a defrnite volume?
1.54 WiII most substances be solids, Iiquids, or gases at
Iow temperatures?
1.65 Does the chemical nature of a substance change
when it melts from a solid to a liquid?
Section 1.7 What Are Density and Specific Gravity?
1.56 The volume of a rock weighing 1.075 kg is 334.5 mT"

What is the density of the rock in g/ml,? Express it
to three significant figures.
1.57 The density of manganese is 7.21 g/ml, that of cal-
cium chloride is 2.15 g/ml,, and that of sodium ac-
etate is 1.528 g/ml. You place these three solids in a
Iiquid, in which they are not soluble. The liquid has
a density of 2.15 g/ml. Which will sink to the bot-
tom, which will stay on the top, and which will float
in the middle of the liquid?
1.58 The density of titanium is 4.54 g/ml. What is the
volume, in milliliters, of 163 g of titanium?
1.59 An injection of 4 mg of Valium has been prescribed
for a patient suffering from muscle spasms. A sam-
ple ofValium labeled 5 mg/ml is on hand. How
many mL should be injected?
1.60 The density of methanol at 20'C is 0.791 g/ml.
-
whut is the mass, in grams, of a 280 mL sample?
L.61 The density of dichloromethane, a liquid insoluble
in water, is 1.33 g/cc. If dichloromethane and water
are placed in a separatory funnel, which will be the
upper layer?
1.62 A sample of 10.00 g of oxygen has a volume of 6702 rnI'
The same weight of carbon dioxide occupies 5058 mI'
(a) What is the density of each gas in g/L?
(b) Carbon dioxide is used as a fire extinguisher
to cut offthe fire's supply of oxygen. Do the
densities ofthese two gases explain the fire-

extinguishing ability of carbon dioxide?
1.Bg Make the foliowing metric conve$ions:
(a) 42.6 kg to lb
(c) 34 in. to cm
(e) 2.73 gal to L
(g) 33.6r qt to L
(i) 1.1 mi to km
(a) 96.4 mL to L
(c) 45.7 kg to g
(e) 21.64 cc to mL
(g) 0.04a L to mL
(i) 63.7 mL to cc
(k) 83.4 m to mm
(b) 1.62 lb to g
(d) 37.2 km to mi
(f) 62 gto oz
(h) 43.7 L to gal
0) 34.9 mL to fl oz
(b) 275 mm to cm
(d) 475 cm to m
(f) 3.29 L to cc
(h) 711 g to kg
0) 0.073 kg to mg
0) 361 mg to g
1.40 There are 2 bottles of cough syrup available on the
shelf at the pharmacy, One contains 9.5 oz and the
other has 300. cc. Which one has the larger volume?

L,41 A humidifier located at a nursing station holds
4.00 gallons of water. How many fluid ounces of
water wiII completely frll the reservoir?
t,42 You drive in Canada where the distances are
marked in kilometers. The sign says you are 80 km
from Ottawa. You are traveling at a speed of 75 mi/h'
Would you reach Ottawa within one hour, after one
hour, or later than that?
1.43 The speed limit in some European cities is 80 km/h'
How many miles Per hour is this?
1.44 Your car gets 25.00 miles on a gallon of gas. What
-
would be your car's fuel efficiency in km/L?
1,46 Children's Chewable Tylenol contains 80. mg of
acetaminophen per tablet. If the recommended
dosage is 10. mgi/kg, how many tablets are needed
for a 70.-Ib child?
L,46 A patient weighs 186 lbs. She must receive an IV
medication based on body weight. The order reads,
"Give 2.0 mg per kilogram."The label reads "10. mg
per cc." How many mL of medication would you give?
1.47 The doctor orders administration of a drug at
120. mg per 1000. mL at 400. mU24 h. How many
mg of drug will the patient receive every 8.0 hours?
L,48 The recommended pediatric dosage ofVelosef is

-
20. mgn<glday.What is the daily dose in mg for a
child weighing 36 pounds? Ifthe stock vial ofVelosef
STRATEGIC
HR MANAGEMENT
by Don McCain, Ed.D.by Don McCain, Ed.D.
Strategic HR Management
Motors and More Inc.—
A Progressive HR Case Study
2
Pr
og
re
ss
iv
e
H
R
Motors and More, Inc.—

A Progressive HR Case Study
By Don McCain, Ed.D.
STRATEGIC HUMAN RESOURCES MANAGEMENT
INTRODUCTION
This is a scenario-based progressive case study that can be used
in sequence or
adapted to fi t the instructor’s curriculum, although it is
recommended to present
the case in the sequence outlined below. This study is intended
for upper-level
undergraduate students.
Learning Objective(s)
Upper-level undergraduate students will work through issues
associated with developing and
sustaining an HR department to support an organization facing
labor shortages and high
product demand. At the end of the study, students learn how to:
1. Align HR initiatives with corporate strategy.
2. Develop a complete HR organization structure, including
roles and responsibilities, and then
adjust the structure to support the organization.
3. Develop a basic staffi ng plan.
4. Develop a basic training plan.

5. Determine and support a pay and benefi ts plan.
6. Determine future HR requirements.
3© 2007 SHRM. Don McCain, Ed.D.
4
Pa
rt
1
:
D
es
ig
ni
ng
th
e
H
R
D
ep
ar
tm
en

t
4 © 2007 SHRM. Don McCain, Ed.D.
CASE OVERVIEW
You are hired as the HR director for the fi ctitious Motors and
More, Inc. Motors and More, a business-to-
business sales company, manufactures small motors and
accessories for industrial and home products. The
industry is highly competitive, and the company follows a
prospector strategy.
A prospector strategy takes advantage of new markets and
products (Gomez-Mejia, Galkin and Cardy, 2001).
Organizational emphasis is on growth, innovation and new
product development. A prospector wants to be fi rst
to market. To respond to competitive and rapidly changing
markets, prospectors have fl exible, fl at and more
decentralized organizational structures.
Motors and More is headquartered in a small southern town of
28,000 people, with a low unemployment rate
of 3.1 percent. This means that demand for workers exceeds the
labor supply. There is a technical school and a
community college within 50 miles of Motors and More. Motors
and More’s president is former military and
is highly patriotic. He is committed to staying in the
community. Recently, several other local companies have
experienced labor organizing activities.
Motors and More employs 116 people. Until you were hired,
there was no HR department. Recently, the
organization’s employee turnover rate has been higher than
normal. The marketing and sales department
continues to sell products to an expanding market. Because of
this increased product demand, output must be

increased by 96 percent.
Eighty-eight percent of Motors and More employees are
Caucasian. With the exception of one female supervisor
in the customer service department, the president and all other
managers are Caucasian men. Management
promotions have been based on seniority. The local labor
market population is approximately 48 percent
minority. There is a growing Hispanic and Kurdish population
that have not been accepted into the community.
All the employees in manufacturing (including quality control),
customer service and operations (responsible
for shipping and receiving; distribution of raw materials,
components parts and fi nished goods inventory; and
maintenance and cleaning) have at least a high school degree or
GED. The organization provides some skills
training courses. Please refer to the organizational chart in
Figure 1 for more details.
Figure 1: Motors and More Organization Chart
President
HR Director
Staff (TBD)
Marketing/
Sales
1 manager
9 salesmen

Maintenance
and Cleaning
1 leader
3 employees
Operations
1 manager
14 employees
Quality
Control
3 employees
Manufacturing
1 manager and
69 employees
Finance and
Accounting
1 manager, 5
professionals and
1 hourly (includes

payroll)
Customer Service-
inbound only
1 female supervisor
5 CRS
Pa
rt
1
:
D
es
ig
ni
ng
th
e
H
R
D
ep
ar

tm
en
t
Part I: Designing the HR Department
Students are asked to complete the following activities. Before
you begin, your instructor will review the
concepts of organizing and organization design.
A. Design a typical HR department and identify each HR unit.
For each HR unit, provide roles/
responsibilities and job titles. Develop an organization chart of
a typical HR department.
B. Given the size of Motors and More, indicate which positions
identifi ed in your typical HR department
should be combined or eliminated to reduce the number of HR
employees. Provide new job titles and
develop an organizational chart specifi cally for Motors and
More’s new HR department. Provide the total
number of staff for each HR unit.
C. Identify the HR practices required to support a prospector
strategy.
D. Prepare a 20-minute presentation (include time for
discussion).
Teaching Notes
The scenario provides background information and a framework
for the progressive case study. Students are
asked to address the organization’s issues through a series of
papers and presentations. Students should state their
assumptions. Some assumptions might include:

• Motors and More has adequate resources to support any
reasonable initiatives.
• Motors and More produces products and services that will
continue to be in demand.
• Motors and More does not have a succession plan.
A note to instructors on customizing this case study. Although
the instructor can realign sections of the case to fi t the
fl ow of course curriculum, Part I must be presented fi rst and
Part V must be completed last.
Compensation and benefi ts information may be customized.
The instructor may also choose to customize this case
study by adding data on employee compensation and benefi ts
that align with your geographic location.
Instructors may stipulate that entry-level employees in the
manufacturing department are paid minimum wage as
mandated by federal law or defi ne wage rates for employees in
the different divisions. It may also be helpful to defi ne
the organization’s compensation philosophy. Will Motors and
More decide to meet, lead or lag the competition?
Where will the organization stand in comparison to other
organizations in the area? What other information may
help the student decide the organization’s approach to pay?
Regarding benefi ts, Motors and More provides unemployment
insurance, workers’ compensation and Social
Security withholding for employees as mandated by law.
Instructors may also provide information about voluntary
benefi ts such as vacation time, sick time and health care.
Instructors may elect to provide data on local costs of
health care, vision or dental benefi ts. Finally, instructors may

choose to provide information regarding how much
Motors and More’s leadership wants to spend on benefi ts.
Student presentations should be in executive summary format
with media support (e.g., PowerPoint). Time should
be included in the presentation for the professor and students to
ask questions to clarify issues or go into more
depth. Because students are undergraduates with little or no
“real-life” work experience, the instructor should
discuss what is included in an executive summary format.
6
Pa
rt
1
:
D
es
ig
ni
ng
th
e
H
R

D
ep
ar
tm
en
t
Executive Summaries
• An executive summary explains only key points of research
fi ndings and not the detail. The detail is in the report.
Students may tend to include too much detail in their executive
summary.
• PowerPoint slides should have no more than six to eight
lines with six to eight words per line. Presentations
should not exceed 10 to 15 PowerPoint slides. Students tend to
put too much content on a slide.
• Presentations should be no more than 20 minutes including
discussion time. Students may benefi t from
ongoing discussion and questions rather than holding questions
until the end of the presentation. This closer
replicates reality.
[A] Explain the concepts of organizing and organization design.
Develop a complete HR department, indicating
each HR unit. For each HR unit, provide typical
roles/responsibilities and job titles. Provide a typical
organization
chart of a typical HR department, not for Motors and More.

Organizing is a basic managerial function. Organizing is the
process of designing jobs, grouping jobs
into manageable units, and establishing patterns of authority
among jobs and groups of jobs (Griffi n and
Moorhead, 2006). “Organization design refers to the framework
of jobs, positions, groups of positions, and
reporting relationships among positions that are used to
construct an organization” (DeNisi and Griffi n, p.
50). Organizing combines with organization design to form an
organizational structure.
Using Anthony, Kacmar and Perreewe (2006) as a source,
Figure 2 represents a comprehensive HR structure.
Some HR professionals may argue against including
organization development as a part a human resource
development strategy. Nonetheless, this fi gure is helpful
because it depicts the organizational functions that
must be included in a comprehensive HR department.
Figure 2: An HR Organization Chart
HR (VP, Director, or Manager)
Staffi ng or
Employment
Organization
Development
Health and
Safety
CompensationEmployee
or Industrial

Relations
Job and Salary
Administration
Benefi ts
Administration
Employee or
Industrial Relations
HRD or Training
and Development
Pa
rt
1
:
Em
pl
oy
ee
S
el
ec
tio
n

an
d
A
ss
es
sm
en
t
ROLES/RESPONSIBILITIES AND JOB TITLES
All HR managers, regardless of their functional areas of
expertise, must be able to hire, train, coach, recognize
and reward performance (performance management), plan,
organize, set goals, develop and implement strategies,
lead employees, create and administer budgets, etc. These are
responsibilities common to all managers.
In addition, a decision needs to be made regarding
administrative support—should it be centralized or should it
be dispersed among the functional or operational areas?
HR director or manager
Roles/responsibilities
• Leads and manages the department.
• Develops relationships with senior management to align HR
goals and strategies with those of the
organization.
• Scans the external environment for changes that could affect
HR.
• Participates in organizational planning and review sessions.
Organization Development (OD)

Possible job titles: OD specialist, OD consultant
Role/responsibilities
• Develops relationship with internal client(s); formulates
internal contract(s).
• Conducts organization research, analysis and diagnosis to
identify organizational issues with the goal of
performance improvement. Issues may include the reward
system or performance management, management
style, structure, processes, tools and equipment, goal setting,
etc.
• Develops interventions (or contracts with consultants to
develop interventions) to address issues or problems
that can be solved by collecting survey data, coaching, training;
provides feedback to management and
employees.
• Assists in creating a culture of learning, development and
achievement.
• Facilitates and maintains organizational change.
• Supports performance management.
Staffi ng or Employment
Possible job titles: Employment manager, staffi ng manager,
recruiting manager, staffi ng or recruiting specialist
or coordinator
• Develops candidate pools.
• Advertises job openings.
• Ensures accuracy of job descriptions and specifi cations.
Ensures they are consistent with performance
management requirements.
• Screens candidates using instruments as applications, résumés

and references.
• Conducts or contracts background checks.
• Develops or contracts with a consultant to develop
instruments such as tests or pre-employment processes,
procedures or protocols.
• Conducts interviews and assesses candidates.
• Extends offers or recommends candidates for hire.
• Ensures legal compliance.
• Secures use of temporary workforce.
• Brings candidate on board and ensures that paperwork is
complete.
• Supports diversity and affi rmative action initiatives.
Pa
rt
1
:
D
es
ig
ni
ng
th
e
H
R
D
ep

ar
tm
en
t
8
Pa
rt
1
:
D
es
ig
ni
ng
th
e
H
R
D
ep
ar
tm

en
t
Human Resource Development (HRD) or Training and
Development
Possible job titles: Training specialist, training coordinator or
administrator, facilitator, learning specialist,
designer, developer, evaluator, training or performance
consultant
HRD is responsible for the development of the organization’s
intellectual capital. HRD professionals
are involved in needs assessment; design, development, delivery
and evaluation of learning experiences;
development of career path models; employee orientation; etc.
HRD supports the performance management
process by training managers and employees on performance
management. Specifi c roles and responsibilities
are discussed below. Robinson and Robinson (1996) provide
some of the roles/responsibilities by job.
• Facilitator: Presents information; facilitates learning
experiences; manages group work and processes;
maintains the agenda; provides feedback to learners, designers
and developers.
• Designer: Conducts needs assessment; writes goals and
objectives; defi nes and outlines content in
conjunction with the evaluator; develops evaluation plans in
conjunction with the internal client;

determines instructional strategies.
• Developer: Develops full content and instructional strategies;
develops or secures instruments, cases,
assessments, etc.; develops leaders’ and participants’ guides and
materials; develops media; may conduct
train-the-trainer sessions.
• Evaluator: In conjunction with designer and client, develops
and implements evaluation plans; conducts
all levels of evaluation; reports evaluation fi ndings to
appropriate persons; may assess facilitator skills.
• Training coordinator or administrator: Supports the delivery
of learning experiences; coordinates
participant materials and media; enrolls participants and sends
pre-course materials; secures facilities;
coordinates facilities, including hotels, training rooms and
breakout rooms; tracks attendance and
maintains records; promotes the course or learning experiences;
ships materials; tracks expenses.
• Training or performance consultant and internal client (the
recipient of the services) liaison: Conducts
organizational analyses for internal client organization;
contracts for performance improvement;
consults with internal clients on performance issues; prioritizes
needs; secures support (including
funding; access to subject matter experts; collects audience
profi les; supports learners’ participation;
supports transfer of new knowledge and skills to the job; has
access to data necessary to carry out these
responsibilities); with client input, selects facilitators; provides
feedback to internal clients; manages the
interface with the HRD staff.

Compensation
Compensation has two primary areas—benefi ts and salary
administration. In many organizations, payroll is a
function of the accounting department. In other organizations,
payroll is placed in compensation.
Benefi ts
Job titles: Benefi ts analyst, benefi ts specialist, benefi ts
administrator
• Determines the level of benefi ts and packages as they relate
to the internal requirements of staff versus the
competition and to retain employees.
• Determines the benefi ts to be offered.
• Administers the health plan (including HMO or PPO plans).
• Administers retirement plan(s), such as 401(k), defi ned
contribution or defi ned benefi t plans.
Pa
rt
1
:
D
es
ig
ni
ng
th
e

H
R
D
ep
ar
tm
en
t
Salary Administration
Job titles: Job analyst, job and salary analyst or specialist
• With management, develops types of reward pay, including
merit, incentives, bonuses, gain sharing, profi t
sharing, stock options and other rewards.
• With management, determines pay positions relative to the
competition with the goal to lead, lag or meet the
competition.
• Conducts job analyses and evaluations to determine job
responsibilities, job specifi cations and pay grades.
• Writes job descriptions.
• Consults with management and employees on performance
goals and standards; supports the performance
management process.
• Conducts salary surveys and recommends and implements
adjustments to pay grades based on survey results.
• Develops career path models.
• Possibly maintains payroll.

Employee Relations or Industrial Relations
Job title: Employee relations specialist
• Scans the internal environment for potential employee
relations issues.
• Designs (or secures), implements and analyzes employee
survey results. Develops and implements plans to
address identifi ed issues.
• Ensures compliance with labor laws.
• Maintains labor relations in a union or union-free
environment.
• Writes employee handbook.
• Writes and implements discipline procedures.
• Provides counseling and support for employees with personal
issues (EAP role).
• Writes ethical policies and maintains ethical guidelines;
maintains “ethics” hotline.
• Produces and distributes HR publications.
• In conjunction with staffi ng, supports relocation and
outplacement services.
• Works with staffi ng to ensure accommodations for disabled
employees.
• Supports diversity efforts.
• Ensures employee rights are not violated.
Health and Safety
Job titles: Safety specialist, safety coordinator, safety
administrator, industrial nurse
• Conducts inspections to ensure OSHA compliance.
• Develops and implements procedures to ensure a safe work
environment.
• Conducts or secures safety training.
• Conducts health and wellness information and training.
• Files accident reports. Maintains fi les in accordance with

OSHA requirements.
• Facilitates the provision of medical care for employees hurt
on the job.
• Ensures that security is provided for the facility.
Pa
rt
1
:
D
es
ig
ni
ng
th
e
H
R
D
ep
ar
tm

en
t
[B] Given the size of Motors and More, indicate which positions
identifi ed in your typical HR department
should be combined or eliminated to reduce the number of HR
employees. Provide new job titles and
develop an organizational chart specifi cally for Motors and
More’s new HR department. Provide the total
number of staff for each HR unit.
Teaching Notes
Motors and More is a small organization of 116 employees and
will have a small HR staff. The HR
staff may consist of a director, a generalist and one
administrative position. Students tend to design a
more extensive HR department. The challenge is to ensure that
all HR functions are represented within
a small HR department. This can be done by using managers to
assume some of HR responsibilities
while outsourcing others. Most training (whether in the design
or the delivery), for example, could be
outsourced, although subject matter experts (SMEs) could
conduct some training. A staffi ng agency
could handle most of the recruiting and screening. Since only
the statutory benefi ts (e.g., workers’ and
unemployment compensation, Social Security withholding and
FMLA leave) are offered, this can be
handled internally. Vendors (such as OSHA or safety training
companies) could provide safety training
and posters. Health and safety issues could be assigned to the
plant manager or foreman.
[C] Identify the HR practices required to support a prospector
strategy.
A strategy is a plan for interacting with the competitive

environment to achieve organizational goals (Daft,
2003). According to Gomez-Mejia, Balkin and Cardy (2004),
the objective of a prospector strategy is to
fi nd and exploit new products and market opportunities.
Organizations that use a prospector strategy are aggressive in
the marketplace, highly competitive and
quick to produce new products and services to be the fi rst to
market. Their key objective is to fi nd and
exploit new products and market opportunities. They operate in
an environment of uncertainty and
instability.
Organizational practices inherent in a prospector strategy
include (Gomez-Mejia, Balkin and Cardy (2004):
• Emphasis on faster innovation, fl exibility and creativity.
• Broad job classes with loose work planning.
• External recruitment (fi nding candidates), with the
supervisor making the decision.
• Customized appraisals with multiple input used for
development purposes.
• Generic training.
• Team-based and cross-functional training.
• Decentralized pay that rewards risk taking.
• Variable pay individualized and based on performance.
To be fl exible, organizational structures in a prospector
strategy are fl at in organization design,

decentralized and/or team-based.
Pa
rt
2
:
Re
cr
ui
tm
en
t a
nd
R
et
en
tio
n
Pl
an
PART II: DEVELOPING THE RECRUITMENT AND
RETENTION PLAN
A. Given the increase in product demand, how many people
will you need to hire and in what functional areas

(manufacturing, operations, customer service, marketing and
sales, fi nance/accounting, and HR)? Provide your
rationale for the proposed hiring in each unit. Consider the
turnover rate. Identify the factors that could be
causing turnover. Identify the costs of turnover.
B. Include the types of interviews you would conduct and why.
C. Develop strategies to recruit the appropriate applicants and
include sources and tools used for recruiting and
selection. Identify the possible areas and types of
discrimination that could occur.
D. What can you do to retain current employees? What are the
benefi ts of retention?
E. How will you assess the effectiveness of your recruiting
efforts?
F. Prepare a 20-minute presentation, including discussion.
Teaching Notes
[A] Given the increase in demand, how many people will you
need to hire and in what functional areas
(manufacturing, operations, customer service, marketing and
sales, fi nance/accounting, and HR)? Provide your
rationale for the hiring in each area. Consider turnover. Identify
factors that could be causing turnover. Identify the
costs of turnover.
The hiring rationale is more important than the actual number of
employees hired. Some students will look at need
to increase production by 96 percent and recommend that the
staff double in size.
Other students may consider second shifts and overtime. A

second shift will require adding “lead” positions.
Employees in “lead” positions oversee the work of the staff but
do not have full supervisory duties. Hiring
employees for lead positions may become too expensive.
Adding overtime may be a good recommendation in the
short run, but in the long run, it may also become too expensive.
Increasing productivity through incentives is
another possibility. This may help increase some production but
not all of it. Based on these ideas, students will
probably devise some sort of proportional increase.
Not all units need to increase staff. For example, you will not
need to increase staffi ng in HR, fi nance and
accounting, or marketing and sales. Additional staffi ng will be
needed in manufacturing and perhaps an additional
person in quality. The operations department will need more
staff but not maintenance and cleaning (at this point).
Customer service will need additional staff in a few months due
to the lag time between increased production,
distribution and customer response.
The Selection Process
This is a good time to review the selection process. According
to Noe, Hollenbeck, Gerhart and Wright (2007),
the steps in a selection process include screening applications
and résumés; reviewing and testing work samples;
interviewing candidates; checking references and background;
and making a selection. Internal candidates would
not require all of these steps.
12

Pa
rt
2
:
Re
cr
ui
tm
en
t a
nd
R
et
en
tio
n
Pl
an
Turnover
The Department of Labor uses the following formula to measure
turnover:
Number of employee separations* during the month
Total number of employees at midmonth

* Those leaving the organization
Teaching Notes
There is internal turnover, when an employee leaves one
department and moves to another department,
and external turnover, when an employee leaves the
organization. Turnover should be included in students’
staffi ng and recruiting plans.
A transition matrix is a good tool to analyze where employees
move within the organization and to identify
the positions where people are leaving the company. A
transition matrix mathematically depicts the fl ow of
employees within an organization (Anthony, Kacmar and
Perrewe 2006). The matrix shows, by position,
the number of employees and where they are moving within the
organization. This information helps
understand future supply movement and therefore supports
staffi ng forecasting.
Turnover may be voluntary or involuntary. Involuntary turnover
occurs when employees do not willingly
leave the organization. Terminations, layoffs and outsourcing
are conditions where an organization may
experience involuntary employee turnover.
Motors and More is not experiencing involuntary turnover,
however. The organization is expanding its
workforce, and the community is experiencing a labor shortage.
The turnover, then, is voluntary. Some
reasons for voluntary turnover include:
• Retirement.
• Job dissatisfaction—work overload, issues with the manager

or other employees, little fl exibility in work
scheduling, lack of challenge.
• Robust labor market—employees can easily fi nd alternative
employment because of the high demand for
employees in the area.
• HR issues—competitive pay and benefi ts, no career path,
perceived unfairness in rewards distribution.
• Issues related to stereotyping, discrimination and harassment.
• Personal or family reasons.
• Employee relocation outside the region.
• Individual values not aligned with company values.
( ) X 100
Pa
rt
2
:
Re
cr
ui
tm
en
t a

nd
R
et
en
tio
n
Pl
an
Turnover is expensive for organizations:
Employee Separation
Costs
Recruiting Costs Selection/Interviewing
Costs
Training Costs Less Direct Costs
• Severance pay
• Benefi ts
• Unemployment
insurance costs
• Exit interview
• Outplacement
• Legal fees

• Advertising
• Recruiter’s and
manager’s time
• Travel (applicant
and/or recruiter)
• Search fi rm
• Employee referral fees
• Campus visits
• Interviewing: cost of
employees’ time
• Cost of travel: cost of
travel for applicant to the
interview
• Instrument development
(questions, criteria, tests)
• Reference checks
• Background checks
• Relocation
• Pre-employment medical
expenses
• Training new
employee
(orientation, job,

team)
• Travel for training
• Trainer’s time
• Lost productivity
during training
• Training materials
• Coaching time
• Lost productivity due
to new employee’s
productivity curve or
the existing staff taking
on more work while
being less effi cient/
effective while the
vacancy exists.
• Overtime for current
employees
• Loss of business due to
poor customer service
• Not being able to take
on new business due to
lack of resources
• Lost knowledge
[A] Include the types of interviews you would conduct and why.

Explain the types of interview formats including structured,
situational and behavioral.
Teaching Notes
A structured interview “uses a set of standardized questions
asked of all applicants. The interviewer asks every applicant
the same basic questions, so that comparisons among applicants
can more easily be made.” (Mathis and Jackson,
2006).
The behavioral interview seeks to get at the person/job fi t. To
do so, the interviewer will ask for specifi c examples of
actual job performance to see if the applicant possesses the
competencies needed to perform the job.
In a situational interview, the applicant is asked questions about
how he or she might handle specifi c job situations.
Interview questions are based on a job analysis and checked by
experts in the job so that they are content-valid (Mathis
and Jackson, 2006).
There is no reason why different types of interview formats
cannot be used. The behavioral interview, in which the
applicant is assessed for job fi t, works well for teams, close-
work groups and the prospector strategy. Since the labor
market is tight, good job fi t means good job retention. For
some positions—operations and manufacturing, for
example—the structured interview might be appropriate. For
customer service and team leaders, a mix of behavioral
and situational questions might be appropriate to assess how
they would have or have handled certain situations.

14
Pa
rt
2
:
Re
cr
ui
tm
en
t a
nd
R
et
en
tio
n
Pl
an
[B] Develop strategies to recruit the appropriate applicants and
include sources and tools used for recruiting and
selection. Identify the possible areas and types of
discrimination that could occur.

Teaching Notes
There is an internal pool for team leaders for a second shift.
There are also employees who may want to transfer
to another area. For internal staffi ng, new positions should be
posted, candidate’s qualifi cations reviewed and
interviews conducted.
External sources include traditional sources, such as the
technical and community colleges, local high schools and
other organizations. The Kurdish community, disabled
individuals, non-working spouses, senior citizens, inmates
in half-way houses or parolees, and the homeless are
nontraditional recruiting sources. Nearby towns may not
have a labor shortage and could be a source. High school and
college employment fairs, temporary agencies,
public employment agencies and former employees are
additional sources. You may even be able to hire from your
customer base.
Recruiting tools include internal posting, employee referrals
(consider offering a bonus for good hires),
employment fairs, electronic bulletin boards and Internet
postings, newspaper advertising, and notices with
professional and trade associations.
Selection tools include the application form, résumés, referrals,
tests (such as physical or cognitive ability tests and
medical exams) and the actual interview.
Motors and More should examine possible employment
discrimination practices.
Equal Pay
There is one supervisor who is a woman and four managers, all
of whom are men. Motors and More should
examine the jobs to determine if they are equal in terms of skill

(experience or training), effort (mental or physical
effort), responsibility (degree of accountability) and similar
working conditions (physical surroundings or hazards).
Is there enough difference between the positions to warrant a
“supervisor” job classifi cation and not “manager”
job classifi cation? If job responsibilities (such as outbound
sales) expand, will the job classifi cation difference still
be warranted?
Sex Discrimination
Why is there only woman in a lower management position
supervising the call center? It may appear that Motors
and More believes there are certain jobs better suited for
women. Was gender a factor in the hiring decision? Is
stereotyping occurring?
Racial/Ethnic Discrimination
Motors and More is 88 percent Caucasian, and all managers are
men. The local population is 48 percent minority,
indicating possible discrimination. Since promotions are based
on seniority, it appears that Caucasian men have
been there the longest and received the promotions. Motors and
More must aggressively recruit, staff and
promote qualifi ed minorities. It should also promote based on
performance and job specifi cations, not tenure.
Because of Motors and More’s racial demographics, we can
assume that the local Hispanic and Kurd population
has not been accepted at Motors and More. This lack of
inclusion may lead to discrimination allegations.
[C] What can you do to retain current employees? What are the
benefi ts of retention?
Teaching Notes
Retention strategies include good management, developing clear

career paths (Motors and More has not done
this), ensuring competitive total compensation, providing
recognition/rewards, providing comprehensive
employee orientation (many employees leave because they have
not had proper orientation to the job and team),
coaching, creating support groups to support diversity, ensuring
task clarity, and conducting research to determine
the cause of employee turnover.
Benefi ts of retention
Organizations with good retention:
• Retain critical knowledge and skills, which can provide a
competitive advantage.
• Have employees who are prepared for new positions as they
become available, thereby reducing recruiting and
training costs.
• Have good individual, team and organizational performance
because employees know their jobs, peers, products
and customers.
• Can respond quickly to changes in strategy and direction.
• Retain skills that can support peer coaching to improve
performance.
• Have continuity of the organization’s culture, values and
goals.
• Can become an employer of choice, reducing recruiting and
turnover costs.

A. How will you assess the effectiveness of your recruiting
efforts?
There are a number of ways to assess effectiveness of recruiting
efforts. One way is to calculate costs per hire. To
calculate costs per hire, add total recruiting costs and divide by
the number of candidates hired.
A second method is to determine the yield ratio. According to
Mathis and Jackson (2006), the yield ratio is the
comparison of the number of candidates at one stage in the
recruiting process to the number of candidates at
another stage. To calculate a job offer yield ratio, divide the
number of applicants by the number of applicants
offered a job.
You can also use a selection rate to assess your recruiting
efforts. A selection rate is the percentage hired from a given
group of candidates. It equals the number of employees hired
divided by the number of applicants (Mathis and
Jackson, 2006). Mathis and Jackson (2006) also discuss
acceptance rate (the percentage of job offers rejected) and
success rate (comparing the number of past candidates who
were good performers to current employees). You can
also identify effective recruiting sources by determining where
you found candidates who can be defi ned as good
employees.
You may also try to determine which recruiting sources provide
higher-quality applicants. For example, many
organizations regularly recruit from certain universities
because, over time, those universities have provided the
organization with higher-quality candidates than other schools.

Pa
rt
2
:
Re
cr
ui
tm
en
t a
nd
R
et
en
tio
n
Pl
an
16
Pa
rt
3
:

D
ev
el
op
in
g
A
C
om
pe
ns
at
io
n
Pl
an
PART III: DEVELOPING A COMPENSATION PLAN
[A] Develop a progressive yet competitive compensation plan
that will support recruiting and retention efforts and
lower the employee turnover rate. Traditionally, Motors and
More has provided employees minimum wage and
statutory benefi ts.
1. How does Motors and More’s employee compensation

compare relative to other organizations in the area? Will
the organization meet, lead or lag the local market? Explain
your rationale.
2. Identify alternative pay methods and discuss the
advantages/disadvantages of each.
3. What benefi ts will you offer? Include statutory benefi ts.
What are the costs of those benefi ts? What is the rationale
for offering those benefi ts?
4. Develop a communications plan. Consider the various
audiences that must be informed.
[B] Prepare a 20-minute presentation explaining your
compensation plan.
Teaching Notes
1. How does Motors and More’s employee compensation
compare relative to other organizations in the area? Will
the organization meet, lead or lag the local market? Explain
your rationale.
Given the low unemployment rate, the organization may decide
to meet the competition in starting pay. If it lags behind
the market, Motors and More may not be able to hire qualifi ed
staff. If the company decides to lead, other organizations
might follow. Any hiring advantage would be lost, and Motors
and More would have increased costs without benefi t.
Alternatively, Motors and More may decide to use incentives or
bonuses to better compete for resources.
2. Identify alternative pay methods and discuss the
advantages/disadvantages of each.

There are a number of alternative pay methods to reward
employees.
Merit Pay
Merit pay rewards employees for work already done, usually
over the last performance year. Employees are familiar
with merit pay, and there is little resistance offering it. Over
time, merit pay increases employees’ base pay, thereby
increasing organizational costs. It is also diffi cult to really link
performance to merit pay. Further, merit pay may not
result in increased performance. Employees may not see the link
between merit pay and their performance.
Incentives and Bonuses
Incentives and bonuses reward individual performance without
adding to base salary. Incentives and bonuses also link
pay with performance. For example, in manufacturing, a straight
piecework plan pays employees a certain amount for
each unit produced. In a team environment, a group incentive
could increase group productivity. A disadvantage is
that it may cause unhealthy competition among employees.
Commissions
Typically, commissions are pay based on product sales. On a
straight commission pay plan, pay is based on employee
performance; the more sales, the more commission the employee
receives. A combined commission pay plan pays
a base salary plus commission. Commission pay plans directly
link pay to performance. Commissions can result in
increased sales. Commission pay plans, however, may cause
employees to behave unethically in order to make the
sale. Generally, commissions reward individual, not team
performance.

On-the-Spot Awards
On-the-spot awards instantly reward employees for good
performance or behavior. The recipient is usually
nominated by a supervisor or peers. Awards may include gifts,
gift certifi cates or cash. On-the-spot awards focus
employee attention on organizational goals and objectives. In
addition, employees can quickly see the link between
performance or behavior and the reward. On-the-spot awards
can lead to feelings of resentment or unfairness,
however, if managers use their own criteria for giving awards.
Gainsharing
In a gainsharing incentive compensation plan, employees are
rewarded for cost reduction or improved productivity.
Savings are usually shared equally between the employees and
the company. Organizations using gainsharing
incentives usually have participative management styles.
Gainsharing plans can help employees understand what is
important to the organization, such as decreasing labor costs.
Gainsharing can also increase employee cooperation
because employees are rewarded equally, reducing competition.
Gainsharing also reinforces continuous
improvement. Gainsharing, however, can make it diffi cult to
determine a productivity baseline. It can also be
diffi cult to determine who will participate in the program. In a
gainsharing plan, an organization could pay for cost
reductions even when profi ts are declining. Lastly, since all
employees are rewarded equally, the payment may not
seem fair to all employees.
Profi t Sharing
In profi t sharing, the organization pays employees above and
beyond their base pay when the organization earns
a profi t. Profi t sharing allows the organization to reward
employees when the organization can most afford it.
Profi t sharing also provides fl exibility in the distribution of

the payments. Employees may not see the link between
individual performance and profi ts, however, minimizing the
link to performance.
These pay methods add value to the company while providing fl
exibility in pay. When suggesting possible
solutions, students may offer, as an option, issuing stock.
However, the instructor should advise students that
Motors and More is not a public company.
3. What benefi ts will you offer? Include statutory benefi ts.
What are the costs of those benefi ts? What is the
rationale for offering those benefi ts?
Currently, Motors and More employees receive only statutory
employment benefi ts. Statutory benefi ts are Social
Security, workers’ compensation, unemployment compensation
and FMLA leave.
Social Security provides retirement and disability income and
can supplement unemployment insurance. It is
funded by equal contributions between the employer and the
employee.
Workers’ compensation covers medical costs and employee pay
if the employee is unable to work due to a job-
related illness, injury or disability. It is paid for by the
organization.
Unemployment compensation provides income to employees
who lose their jobs. The employer pays for
unemployment compensation based on the organization’s
location and history of terminations and layoffs.
The Family Medical Leave Act requires employers with 50 or
more employees to allow employees to take up to

12 weeks of unpaid leave during a 12-month period for narrowly
defi ned personal and family health issues. The
Act ensures that the employee can return to the same position or
one of equal status and pay. In addition, the Act
requires employers to maintain employee’s health coverage (if
offered).
17
Pa
rt
3
:
D
ev
el
op
in
g
A
C
om
pe
ns
at
io
n
Pl

an
Teaching Notes
There are a number of different benefi ts Motors and More can
offer, including medical, dental, vision, retirement,
tuition reimbursement, daycare and eldercare, 401(k), paid sick
and vacation time, and paid holidays. Can Motors
and More afford to offer extensive benefi ts? Students will want
to offer an extensive benefi ts package that includes
all of the benefi ts mentioned above. A benefi ts package like
this can cost 38 percent of payroll. A basic cafeteria
or fl exible medical plan (HMO or PPO) with higher deductibles
may be more affordable to the organization, yet
still seen as benefi cial to employees. Students need to realize
that a small organization may not be able to afford
an extensive benefi ts package.
Motors and More should compare its benefi ts to those of
similar organizations (in size and industry) in the
area. To attract and retain employees, it must offer competitive
benefi ts, yet an extensive benefi ts package is not
affordable. Motors and More’s leadership team could discuss
benefi ts options with their employees. Please advise
students that while retirement, childcare, eldercare, dental or
vision benefi ts may be part of the solution, all of
these benefi ts must be justifi ed in terms of cost/benefi t
analysis. A cafeteria-style health care benefi t could provide
fl exibility for employees and help contain costs. The
employees could also help share the costs.
4. Develop a communication plan. Consider the various

audiences that must be informed.
Developing a communication plan ensures that everyone
understands benefi ts offerings.
Teaching Notes
Communication plans should be tailored to different audiences
as necessary; not everyone will need to see the
same information in the same format. For example, if the
decision has been made to extend a benefi ts package,
managers and supervisors should be informed so they can
answer employees’ questions. Employees need
information to help them decide whether or not to enroll in the
plans.
Figure 3 provides a sample communication plan structure
targeting only the employee level.
Figure 3: Communication Plan
Audience Message Medium Desired Result Timing Frequency
Person Responsible
Employees Explanation of
new benefi ts
Large group
meeting
• Employees will
understand the new
benefi ts so they can
make an informed
decision
• Employee enrollment

At enrollment
time
Quarterly HR Director
Benefi ts Consultant
Website • Understanding the
new benefi ts
Continuous Continuous Webmaster
• Understanding the
new benefi ts
Based on
publication
dates
Semi-annual Editor
One-on-one
consultation
• Employees will
understand the new
benefi ts so they can
make an informed
decision
• Employee enrollment
By

appointment
Ongoing Benefi ts Consultant
© 1998 Performance Advantage Group
Pa
rt
3
:
D
ev
el
op
in
g
A
C
om
pe
ns
at
io
n
Pl
an

Different communication mediums (or methods) should be used
for different audiences. The management team
may require group and/or one-on-one meetings. Employees will
want to see the details in a document they can
read and revisit.
Desired results are also audience-specifi c. For example, you
will want management to understand the new benefi ts,
enroll in the plans and also be supportive of the plans. You will
want employees to understand the new plans, with
enrollment as the desired result.
A communication plan considers timing (when the message will
be communicated) and frequency (how often
the message or a version of the message will be presented to the
audience). For example, for benefi ts enrollment,
timing may be one month before the enrollment period begins.
The frequency may be once a week to start,
increasing to twice a week as the enrollment period draws to a
close.
For a communication plan to succeed, each person assigned to
execute each phase of the plan must be held
responsible to complete it within the time specifi ed.
Pa
rt
3
:
D
ev
el

op
in
g
A
C
om
pe
ns
at
io
n
Pl
an
Pa
rt
4
:
H
um
an
R

es
ou
rc
e
D
ev
el
op
m
en
t P
la
n
PART IV: DEVELOPING A HUMAN RESOURCE
DEVELOPMENT PLAN
[A] Develop a human resource development (HRD) plan. Given
the fact that Motors and More has no formal
training program and promotions have been based on seniority,
your plan should address:
1. New-employee training.
2. Current-employee training for current and future jobs
according to a career path.
3. Manager and supervisory training.
[B] In your training plan, address the following:
1. How will you conduct a needs assessment for each group

(include methods and instruments)?
2. How will training content be developed or obtained?
3. How will training be delivered (e.g., classroom, intranet,
blended, self-study, etc.) and by whom (internal
employee or external consultant/trainer)? Provide a rationale for
your decision.
4. What processes and instruments will you use to evaluate
the program’s effectiveness for each group?
[C] Prepare a 20-minute presentation, including discussion.
Teaching Notes
[A] Develop a human resource development (HRD) plan. Given
the fact that Motors and More has no formal training
program and promotions have been based on seniority, your
plan should address:
1. New-employee training.
2. Current-employee training for current and future jobs
according to a career path.
3. Manager and supervisory training.
Each target audience has different needs.
New-employee training
New employees should undergo an orientation program.
Comprehensive orientation should include information about
the industry, organization, job unit and position. To retain
employees, orientation to the team (job unit) and position
are important. New-employee orientation should address
individual employee goals. New employees may also need
specifi c job training to enhance their skills, to safely use

equipment and to follow procedures.
Current-employee training
Current employees may need refresher skills training and
diversity training. Evaluate whether English-as-a-
second language (ESL) training would support the work
environment. If functional career paths are developed,
training should align to the functional career path. Because
Motors and More will likely add to team leaders, basic
supervisory and team leadership training may be needed.
Manager and supervisory training
Managers and supervisors were promoted by seniority, and there
is no indication they have had any management-
level training. Promotion by seniority also resulted in a lack of
women and minorities in top-level positions. Basic
management training in areas such as budgeting and forecasting,
employment laws, performance management,
goal setting, and giving and receiving feedback would improve
their capabilities. Diversity training is also
recommended for this group.
Teaching Notes
[B] In your training plan, address the following:
1. How will you conduct a needs assessment for each group
2. How will training content be developed or obtained?
3. How will training be delivered (e.g., classroom, intranet,
your decision.
4. What processes and instruments will you use to evaluate

the program’s effectiveness for each group?
How will you conduct a needs assessment for each group
Needs assessments should be conducted at the organizational,
job and individual levels. At the organizational level,
a needs assessment should assess current and future training
needs, identify existing gaps and recommend specifi c
training and development required to close the gaps. An
organizational needs assessment is client-based and
considers organizational objectives and strategies.
A job (or task) needs analysis identifi es the specifi c skills,
knowledge and abilities (KSAs) needed to perform the
tasks in a current or future position (Jackson and Schuler,
2006). A job analysis identifi es the training requirements
for the job. Additional sources include interviewing the
incumbent and the incumbent’s manager to identify
specifi c skills, knowledge and behavior required to
successfully do the job. The goal of a job needs analysis is to
defi ne what successful performance looks like and identify the
KSAs required.
An individual needs assessment identifi es the KSA gaps
between existing and required performance. A good
method to assess individual needs is to measure performance
against objectives. This is discussed in the
performance review where strengths and weaknesses can also be
identifi ed. Observation is another way to conduct
this needs assessment.
Needs assessments can be conducted by examining the existing
(or extant) data, conducting individual interviews
or focus groups, implementing surveys, using multi-rater
assessments, assessing employees through various tests,

and reviewing individual, functional unit and organizational
performance records.
How will training content be developed or obtained?
Training content can be developed or purchased. Some training
may need to be developed internally. If so, given
the limited HR staff, how will this be done? Using SMEs and/or
an outside trainer is a possibility. Buying training
programs off-the-shelf is also an option. However, off-the-shelf
training products are generally not customized to
the individual organization. Consequently, customization costs
must be considered. Cost, time to delivery and size
of target audience are also factors to consider.
How will training be delivered (e.g., classroom, intranet,
your decision.
It is important to match delivery methods to content and
audience. Some training (such as new employee
orientation) can be self-study; employees can receive individual
training material as such as workbooks or CDs.
Some of the new-employee orientation, though, may need to be
classroom-based. If the target audience has
computer access, training can be delivered by Intranet, internet
or CD. Classroom training is always an option,
but timing and space may be issues. When planning training,
keep in mind that managers and professionals usually
have more fl exibility in their schedules than hourly employees
do. This will affect classroom delivery. Consider
using job assignments and job rotation to provide depth and
breadth of training.
Pa
rt

4
:
H
um
an
R
es
ou
rc
e
D
ev
el
op
m
en
t P
la
n
Some criteria or decision factors in training delivery include:

• Costs to design/develop and deliver internally or hire external
designers and facilitators.
• Availability of HR employees during training.
• Internal/external HR design/development expertise.
• HR employee’s perceived credibility.
• Audience preference for different methods of delivery.
• Time to delivery—it takes longer to develop an online course
than a classroom exercise.
• Number and location of training deliveries. If the entire
organization needs to be trained in remote locations
and quickly, you may need outside resources.
What processes and instruments will you use to evaluate the
program’s effectiveness for each group?
Kirkpatrick’s four levels of evaluation is the model generally
used for training evaluation. These levels are
discussed extensively in Evaluating Training Programs: The
Four Levels and are summarized here for your
reference.
Level 1: Reaction
Level 1 assesses participants’ reaction to the training.
Participants are asked to complete a survey at the end of
the training. The survey asks participants to indicate if training
objectives were met, rate facilitator skills, assess
the relevancy of content and rate the appropriateness of
instructional/learning strategies, materials, group
interaction, etc.
Level 2: Measure learning
Was there a change in knowledge, skills or attitudes? Learning
can be measured through tests for knowledge,
assessments of performance during role-plays, demonstrations,
case studies, projects, work products, etc. These

instruments, developed specifi cally for the training, are used
during the learning and feedback is provided during
the learning activities. To accurately assess a shift in learning,
there a baseline must be established by administering
a pre-test and post-test.
Level 3: Assess behavior change on the job
This is also referred to as transfer. Are participants using the
new knowledge and skills on the job? To what extent?
To assess this, HRD professionals can follow up on performance
contracts, action plans, work products and
similar transfer strategies to determine the extent to which these
are being completed. HRD professionals can also
conduct individual interviews of training participants, their
managers and/or peers or conduct focus groups to
determine transfer. Surveys can also be used.
Another consideration in assessing learning transfer involves
the environment. To what extent does the
environment enable or hinder the use of the new KSA? The
same assessment methods can be used.
Level 4: Measure results
Measure any changes in the initial business metric addressed by
the training. Did the metric (sales, defects,
turnover, etc.) change? The return on investment (ROI) can be
calculated if the dollar value of the change in
the metric (benefi t) and total program costs are known. When
measuring results, it is important that only results
due to training are considered. To do this, separate the variables
infl uencing the change in the business metric.
Methods to measure results include tracking the business
metric, conducting individual interviews of participants
and their managers, conducting focus groups, and using surveys.
Pa

rt
5
:
D
ev
el
op
in
g
th
e
H
R
Fo
re
ca
st
PART V: DEVELOPING THE HR FORECAST
A. Develop a three-year HR forecast (prediction of the future)
using the following assumptions:
1. Labor supply/demand will become more rigorous (demand
for workers will increase, but the labor pool will
remain the same or shrink). Labor costs will increase.

2. Demand for Motors and More products will continue to
increase. Production defects will also continue
to increase.
3. Motors and More’s workforce will become more diverse as
the company hires more Hispanics, Kurds and
persons from alternative workforces.
4. The president will start another company and will hire
someone to manage the daily operations of Motors and
More while he takes on more of an overseeing role.
5. Motors and More will decide to develop an additional
product to broaden its portfolio. There is no existing
capacity for the product, nor do the existing production lines
meet the manufacturing requirements for the
new product.
B. Prepare a 20-minute presentation, including discussion.
Teaching Notes
[A] Develop a three-year HR forecast (prediction of the future)
using the following assumptions:
1. Labor supply/demand will become more rigorous (demand for
workers will increase, but the labor pool will
remain the same or shrink). Labor costs will increase.
While the organization must continue to look for non-traditional
recruiting sources, it must start planning to replace
labor with technology. Motors and More can also consider
outsourcing some work, such as maintenance and cleaning or
training employees for other positions.
Assuming that Motors and More has added second and third

shifts and that there is neither space nor employees for
further expansion, Motors and More could consider building
second facility outside of the area but still within the United
States. Remember that even though the president (who is also
the owner) is leaving, he still owns the company and
infl uences strategic direction. Given his desire to stay local,
you may be able to go outside of the area but not off-shore.
As employees in sales leave, Motors and More could expand the
customer service department and add sales responsibility.
Customer service representatives could sell Motors and More
products. This could support existing customers and add
telemarketing to new customers and markets. Sales positions
could also shift to operations or manufacturing. However,
students should be cautioned to analyze the pros and cons of
doing this, in part, to determine the effect on the marketing
and sales departments.
2. Demand for Motors and More products will continue to
increase. Production defects will also continue to
increase.
Production defects are costly to the organization. An analysis
should be conducted to determine the root cause of the
increasing defect rate. It is tempting to assume that lack of
training is the problem and therefore training is the solution.
This may not be so. Given the increased output demand, there
could be machine maintenance issues. Speed may cause
carelessness. A unit-produced incentive might be driving output
at the expense of quality. Employees may be tired of
working overtime or perhaps don’t care about quality. It could
be that there is lower quality of raw materials. The root
cause must be determined and then addressed.
Adding staff in quality control will increase costs but will not
address the issue of increasing defects. Quality control

catches the defects after production and is not a solution to
reducing defects.
Pa
rt
5
:
D
ev
el
op
in
g
th
e
H
R
Fo
re
ca
st

3. Motors and More’s workforce will become more diverse as
the company hires more Hispanics, Kurds and persons
from alternative workforces.
The labor shortage has required Motors and More to hire a more
diverse workforce. To stay productive and meet customer
needs, the organization must actively manage diversity. Motors
and More must ensure that diversity is valued within the
organizations and that new employees are trained to have the
necessary skills to do their jobs.
Motors and More may want to consider ESL training if
necessary. In addition, Motors and More may want to
consider offering cultural training on the cultures represented in
the company and how to manage and value diversity.
Management modeling and coaching may also be important. If
the work environment is a team-based structure, team
training will support productivity.
Because of the current lack of diversity among the management
team (there is just one female supervisor while all the
other managers are men), HR should conduct a job analysis to
determine if the difference in title (and most likely
pay grade) is justifi ed. If customer service expands to include
outbound responsibilities, a job reevaluation would be
required.
HR will want to increase minority hiring to provide a more
balanced workforce and better refl ect the local
population. The practice of seniority-based promotions should
change to the practice of hiring the best, most
qualifi ed person for the job. Changing these practices should
improve employee relations and reduce the chances of
a discrimination lawsuit.
4. The president will start another company and will hire

someone to manage the daily operations of Motors
and More while he takes on more of an overseeing role.
Succession planning is a must because the president is leaving
the organization. Students must determine if there is
anyone (by position--since we don’t know performance) inside
the organization who can assume the president’s role
or if it is necessary to go outside of the organization. How will
the organization train a current employee to assume
the role? Coaching, job rotation, work assignments and outside
development are all training possibilities. Consider
that the managers have only functional area experience and have
managed other functions.
If Motors and More decides to hire from outside of the
organization, an executive recruiter will most likely be
engaged to fi nd the appropriate person. The ideal candidate
should have broad management experience, be able to
work within the organization’s culture and take the appropriate
steps to gradually change the organization’s culture.
In addition, the candidate must be willing to relocate to a small
town.
5. Motors and More will decide to develop an additional product
to broaden its portfolio. There is no existing
capacity for the product, nor do the existing production lines
meet the manufacturing requirements for the
new product.
The new product will require a new production line and more
staff. Since the current facility cannot accommodate
an expansion nor are there available workers, this is a good
opportunity to establish a second manufacturing facility.
Given the president’s preference, it will need to be U.S.-based.
It would make sense to stay in the South because
of lower wages and fewer unions. This expansion will require

additional labor forecasting, as the current and new
operations must be taken into consideration.
Pa
rt
5
:
D
ev
el
op
in
g
th
e
H
R
Fo
re
ca
st
24
25© 2007 SHRM. Marc C. Marchase, Ph.D.

REFERENCES
Anthony, W., Kacmar, K. M., & Perrewe, P. (2006). Human
resource management: A strategic approach. Mason, OH:
Thomson Custom
Solution
s.
Daft, R. L. (2003). Essentials of organization theory & design.
Manson, OH: South-Western, Thomson Learning.
DeNisi, A. S., & Griffi n, R.W. (2001). Human resource
management. Boston: Houghton Miffl in Company.
Griffi n, R. W., & Moorhead, G. (2006). Fundamentals of
organizational behavior, managing people and organizations.
Boston: Houghton
Miffl in Company.
Gomez-Mejia, L. R., Galkin, D., &Cardy, R. (2001). Managing
human resources. Upper Saddle River, NJ: Prentice-Hall, Inc.
Jackson, S., & Schuler, R. (2006). Managing human resources

though strategic partnerships (9th ed.). United States: Thomson
South-Western.
Kirkpatrick, D. L. (1994). Evaluating training programs: The
four levels .San Francisco: Berrett-Koehler Publishers, Inc.
Mathis, R., & Jackson, J. (2006). Human resource management
(11th ed.). United States: Thomson South-Western.
Noe, R., Hollenbeck, J., Gerhart, B., & Wright, P. (2007).
Human resource management (2nd ed.). Boston: McGraw-Hill
Irwin.
Robinson, D. G., & Robinson, J. (1996). Performance
consulting: Moving beyond training. San Francisco: Berrett-
Koehler Publisher.
Re
fe
re
nc
es

27
28
1800 Duke Street
Alexandria, VA 22314
Running head: BUSINESS STRATEGY REPORT
1
BUSINESS STRATEGY REPORT
2
Business Strategy Report: Motors and More
Saint Leo University
MBA 533
Business Strategy Report: Motors and More
Motors and More Inc. pursues an ingenious strategy that has
enabled it to sustain its competitive advantage in the automotive

industry. Nevertheless, the competitors in this industry have
also devised some inventive techniques for increasing their
market shares and attracting more customers. Many of these
competitors have succeeded because of their vibrant HR
departments and sound strategic initiatives. The Porter’s five
forces analysis of competitive position can aid to evaluate the
attractiveness of the company’s business strategy and highlight
the nature of the automotive industry where Motor and More
primarily operates.
According to Wheelen & Hunger (2012), one of porter’s forces
is the threat of new entrants. On the competitive landscape
where Motors and More operate, the threat from new entrants is
relatively low. This is because this industry is capital intensive
and prospective investors require immense capital to compete
with the already established firms. Furthermore, there is
stringent government regulation overseeing this industry and it
is very difficult for new entrants to achieve economies of scale.
Since Motors and More Inc. already has the capabilities and
resources for operating efficiently, the threat of new entrants
does not have a significant implication on its strategic cascade.
The other force that affects business strategy and competitive
advantage is supplier power (Noe, Hollenbeck, & Gerhart,
2011). In the automotive industry where Motor and More
operates, the supplier power is weak. This is because suppliers

are many in number and the materials for manufacturing
automobiles such as metal and plastic are widely available. This
is advantageous to the company since it can be able to acquire
raw material at friendly prices and minimize operational costs
(Pearce & Robinson, 2011). The other important force in Porters
model is the bargaining power of buyers. In the automotive
industry, the buyer power is strong.
There are various reasons for the buyer power being strong.
First, the number of buyers is significantly high. Furthermore,
the buyers can easily choose among alternative car brands and it
does not cost them much to switch to other vehicle brands or
use other transportation modes (Iveta, 2012). In order to attract
more customers, Motors and More has embarked on a strategy
that focuses on product quality and customer responsiveness.
The company manufactures customized vehicles and ensures
that all its products meet the federal and international
specifications governing issues such as safety and sustainability
standards.
The threat of substitutes in the industry, which is the other
important force, is relatively strong in the automobile industry.
This is because there are many alternative modes of
transportation with which to choose from including bicycles,
planes, trains and motorcycles (Nieuwenhuis & Wells, 2003).
These substitutes can provide the same convenience, making

them appealing to many customers. Moreover, most of the
alternative modes of transportation cost cheaper and are
sometimes more environmentally friendly, which can make them
attractive choices. Motors and More Inc. has strived to utilize
environmentally friendly practices in various spheres of
operation in order to ensure that it appeals to its wide customer
base.
The other force in Porter’s model is competitive rivalry. As
Noe, Hollenbeck, & Gerhart (2011) vividly point out, the
intensity of rivalry or competition can have significant
implications on the capacity of the firm to generate adequate
margins. In the automotive industry, the competition is very
stiff. Some of the major competitors of Motors and More
include Toyota Motor Corporation, Mazda, Hyundai, Peugeot
and Ford. These competitors have invested heavily in research
and development (R&D) as well as advertising campaigns to
reach more customers. Motors and More strives to confront the
competitive rivalry through investment in quality production,
continued emphasis on emergent technologies and leveraging on
cost effective mediums of advertisement such as social
networking platforms. These mediums harnessed by Motors and
More have the possibility of reaching a wider target clientele at
relatively lower costs and yielding valuable feedback that can
help in product developments/modifications (Wheelen &
Hunger, 2012).

It is worth noting that strategy plays a very critical role in
company performance. First, it helps in creating goal clarity.
Management and other senior executives at Motors and More
can use strategy to align the operational aspects of the business
to the vision and mission of the organization. This can help
employees to develop shared goals and synergy needed to meet
strategic objectives (Pearce & Robinson, 2011). In addition,
strategy is also an important tool for managerial decision-
making. The senior management for companies such as Motors
and More can use strategic plans to guide them in important
decisions such as those related to restructuring, mergers and
acquisitions, corporate social responsibility as well as
international expansion.
Nevertheless, for business strategy to realize its intended
outcomes, various measures must be in place. For example, the
senior management should play an instrumental role in all the
phases of strategy formulation, design, implementation, control
and evaluation (Wheelen & Hunger, 2012). The senior
management also has the responsibility of ensuring that it
provides all the required resources for successful strategy
implementation. Some of these resources include the financial,
human capital and material resources. Strategic management
allows companies such as Motors and More to understand their
internal and external environments via the use of tools such as

SWOT analysis, Porter’s five forces analysis and PESTEL. All
these can aid management in formulating sound strategic
decisions that can translate to overall profitability of the
organization (Noe et al., 2011).
From the case, it becomes apparent that various components to
the HR strategy will be important for supporting the overall
company strategy. First, Motors and More should create a HR
Department since it currently lacks one. This department will be
responsible for overseeing all the needs of the employees
including employee development and employee relations.
Another vital component in the HR department should be
continued emphasis on training and development. The training
should primarily focus on multicultural competence (Iveta,
2012). This is because Motors and More currently have
employees from diverse cultural backgrounds but has failed to
integrate them into leadership positions. The training will aid to
ensure that all employees appreciate and embrace diversity,
which is essential for increasing cohesiveness and inclusivity.
The other HR component that will be critical for supporting the
overall company strategy will be introducing new incentives for
the employees. Even though Moto and More currently offers
some incentives, it can motivate more employees through
increased financial, material and nonmonetary rewards such as
paid vacations (Noe et al., 2011). This will aid to reduce the
high turnover rates and increase employee engagement. The

other important component will be empowering the HR
department with the function of conducting employees’
appraisals and evaluation. This will aid to identify the
weaknesses and impediments that are preventing employees
from accomplishing their tasks effectively and institute
contingency measures for better performance.
References
Iveta, G. (2012). Human Resources Key Performance Indicators.
Journal of Competitiveness, 4 (1), 117-128.
Nieuwenhuis, P., & Wells, P. (2003). The automotive industry
and the environment : a technical, business and social future.
Cambridge : Woodhead Pub.
Noe, R., Hollenbeck, J., & Gerhart, . (2011). Fundamentals of
Human Resource Management (4 ed.). New York, NY: McGraw-
Hill/Irwin.
Pearce, J. A., & Robinson, R. B. (2011). Strategic management :
formulation, implementation, and control (12 ed.). New York:
McGraw-Hill/Irwin.
Wheelen, T. L., & Hunger, J. D. (2012). Strategic management
and business policy : toward global sustainability (13 ed.).

Upper Saddle River, N.J.: Pearson Prentice Hall.
T 9'T ro Tur 09I ro Tru 9I sur€luoc uoodsolqB+ V (p)
31 92, "ro E gT to 8ur 94 sq8ren ueur v (c)
.I gZ, ro Tur 0gZ ro cc gZ sploq {Irur Jo sselE y 1q)
ur 00I ro
ulc 00I ro ruru gg1 1o qfual € sBrI +€q IIBqosBq y (e)
:JaASUl? 1)A.r-r01) 7r
oql o+ lsosol, sr orn5g qclr{^ ilo+,eseq1;o rlcuo rod itt
alrru I ro ur 0002 (c)
urur 0g ro rlcur T (q)
ur g'0 ro uru 0U (B)
:acuelsrp rouoqs oql
sr auo qeq.r Surlepcpc .(1en1ce lnoqlr^, o+Bturlsg gg.I
3u, I (q) 3{ t (e)
l8uraro11og oql ur are sure"r8,(ueu .tro11 6g.l

6spuocosolDl 0Z are srnoq pue sa+nuru _(ueru mo11
'pena.rd s.{ep pue 's"rnoq.selnurruJo sprepuels plo
eq1 lspuocesop>I ro spuocose8aur lnoqe {IE+ +.uop o1t^,
+ng'(s qr 0I) spuocaso+ual ur uaao ro (s zT 0I) spuo
-cesocrd ur rncco l€q+ s+uo^a ,rruo+€ lnoqe {IEl o,lA
'orur+ Jo lrun os€q oq+ sr puocos eq1 ,urelsds IS aql uI Ig.I
zsluaruaJnseal^ a)el^ aM oo
^/oH ?.1 uolpas
l,T8ys
828'9I
L6',O0l
rs'r9 (c)
L-I9I
r0'0
gtz'8
78 (q)
9000'0

v6'8,
8'9I60r
,0r'9
8807'28 (e)
:Joldsue "rnod ur se.rn5g luecgru8rs go Jaqrunu +coJJoc
aq1 Sursn sroqumu pornseauJo sdnor8 osaql ppv 0g.I
2r0000'0 (3)
z0?0'o G) 00128 (a)
0'1078 (p) zr0'e8 @)
8020r'0 (q) zr0'0 (B)
13uurro11o3 aql ur oJ€ se.rn8g luecgruSrs ,(ueur rrro11 gZ.I
setn6!J 1uerrlru6t5
(ror x gs's) x (zor x 6e'r)
(q oT x LL'z) x (rot x zs'o)
(ror x os's)
(rotxo8'z) x(rorxrre)
:a^Ios gz.l
(r 0r x 8'o - Qu x 9r08'r) (c)

(e,or x zt'a - (._0T x our'6) (q)
(z0T x r9'l) - (r0r x 09'8) (B)
:+cBrlqns zz.l
(e oT x qLL'v) + (r-or x g9'g) (r)
(sOt x Z,'g) + (r0T x 81,'8) (q)
(70T x z'9) + (r0I x 6'1,) (B)
:ppv rz'l
-
:a^Ios v6.T
rr 0I X 8'6
.,-or x 8l,
(P)
r 0r x 86'z
il€
(q)

rr0l x Z0'9(o)
zr_0l x gg'g
cOI x 99'6 " (r)
e 0I x 9g'9
o,0l x L9'Z "- (e)
cz0l x Z0'9
:ophro oG'T
x 8'9) (o 0r x z'9) (p)
:JO1rSuE .rnOd ur so-rn5g luecgruSrs
ro raqunu l'arroc *r
I'ff:1#T',J:r',;T
6z'r
1800'0 x zT9 (q)
8'9 x 9r'0898 (B)
:JA./ySUB ,rnOr( Ur SarnSg luecgruSrsS:o _
roqrunu +rarroc aq1 Sursn ,s.reqrunu eseql ,(1dr1pry gZ.I
88'9 (o)
672800'0 (p) LLe' Q)

628'L (q rU9'T6 (€)
:se"rn8g luecgru8rs o,tr+ olJJo punog LZ.T
e 0I x 0999'9 (a)
rr-0I x 000'7 (P) e-0I x I (c)
g0T xV'V (9) sr0l I.L'g (r) _
13urrrro11o3 aql ur arB se.rn8g luecgru8rs,(ueru uo11 gZ.I
sualqord
(qr 0I
Qz 0r x 9'9) (or0T x z8'9) (c)
(sot x z'e) (s_or x 9'r) (q)
(zr0T x 80'8) (sOT x 9I'Z) (e)
- :,(1dr1ptr41 6I.I
s 0I x 8I'/, (c)
"0I x gg'71e1 '
-
:IInJ uI +no o+rrfl gI.I

ZZI8Z9 @)821000'0 (r) r'609 (q) 198'0 (B)
:uorle+ou prlueuodxe ur o+rrd L1..l
uolletoN ;eguauodx3
zsJaqunN uodau slstluar)s oc /VoH g-[ uoB)as
poog Suqse8rq (3)
ue8o"rp,(q pue ua8o,r1ru ruo.r; Bruoruure Eurnery g;
uo"n Surlsng 1e;
peo13uq1a6 1py
Io Suurog (c)
soqnc ocr 3urne6 1q;
eurlose8 Suru"rng (e;
:a8ueuc rec
-rsdqd.ro Iecruoqc e se Furzrrollog oq+Jo qceo,g1..Jp -6iT
ro^sue Jo acroqc .rno.{ urc1dxg ax€oq (p) ro
'srseqlod.;(q (c; 'd.roeq1 (q) ,pBJ (E) :ulrel, srql ,(Jrsse1c
no( plnorrt .roH 's+oJrer Jo lreJlxo ue sr ,(peure.r eq;
or 0r X 99'9 (p)
eor x 6'8 (q)

87t',L _ (c)
9800'0
uI00'8 .- 80'Z _ (ut _ rE)
g'9 98I'8 '
LI

28 Chapter 1 Mattel Energy, and Measurement(e) A paper cli.docx

Recommended

Recommended

More Related Content

Similar to 28 Chapter 1 Mattel Energy, and Measurement(e) A paper cli.docx

Similar to 28 Chapter 1 Mattel Energy, and Measurement(e) A paper cli.docx (16)

More from gilbertkpeters11344

More from gilbertkpeters11344 (20)

Recently uploaded

Recently uploaded (20)

28 Chapter 1 Mattel Energy, and Measurement(e) A paper cli.docx