Final Assignment for CRJ302 – Criminal Procedure Synopsis: Evaluation Rubric

Final Assignment for CRJ302 –Criminal Procedure
Due: 11:59 p.m. (Eastern Time) Saturday of Unit 8.
This course is designed to expose you to the process in which
law enforcement
investigates crimes, builds cases, collects evidence, and how it
affects arrests of
individuals. It also presents the court process and prosecution of
the individuals charged
with the violation of law. The knowledge you will gain and the
research you will
undertake, should yield a final project in which you can conduct
a technical analysis and
discussion of the mechanics of a criminal case and prosecution.
The final product will be an APA formatted paper that is a
minimum of five pages and no
more than 20 (not including the cover & reference pages). The
final submission must
include:
• APA formatted title page
• Body of paper, and
• Reference page
Synopsis:
There are a three graded phases which will impact your project
and final grade. Stated
simply, this project will consist of a case study and analysis of
a criminal case of your

choice. The case study focuses on the investigative efforts,
actions and procedures
undertaken by law enforcement while building a case against a
defendant. For example,
look at the court testimony of the State Trooper who arrested
the Oklahoma City
bomber.
If this were your case, (which it cannot be), you would outline
all of the steps taken by
the Trooper from the time of the motor vehicle stop until
McVeigh was taken into
custody and including the additional steps taken by the FBI in
lawfully searching the
vehicle. All of the actions in this case can be supported by
acceptable criminal
procedures prescribed by state and federal laws. The intent of
this project is for you, to
analyze, compare and either support the steps taken or else
identify those actions
which could be considered illegal. This course will provide you
with the methods,
concepts and case law to be utilized as a basis for such
evaluation and application.
During Unit 2, you will be required to submit a criminal case
you wish to utilize as your
final project. You must however, provide a case report , court
documentation or some
other type of proof to confirm that your case study is actually
based on a real case,
which will provide a road map for your analysis. Remember,
this type of assignment will
require research, thought, analysis and the application of the
material we will cover in
this course. You will be required to submit a five (5) page

minimum (standard size) and
a twenty (20) page maximum APA formatted paper using APA
citation to
acknowledge all source materials.
You should review the grading rubric before beginning the
project, while writing the
document and upon completion to ensure you have covered all
that is required in your
final draft. In Unit 6 you will be called upon to conduct a peer
review of another
classmates’ project.
http://law2.umkc.edu/faculty/projects/ftrials/mcveigh/mcveighar
rest.html
http://law2.umkc.edu/faculty/projects/ftrials/mcveigh/mcveighar
rest.html
Evaluation Rubric for Final Project
CRITERIA Deficient
(0 - 5 Points)
Proficient to
Development Needed
(6 – 8 Points)
Exemplary
to Proficient
(9 - 10 Points)
Points
Earned
(70 Pts.)

1. Submitted an overview /
summary of the case selected
for analysis. Also identified
those procedural steps to be
analyzed.
Did not provide an
adequate overview or
summary of the selected
case or failed to identify
those steps to be
analyzed.
Provides an adequate
overview or summary of
the selected case and
steps to be analyzed
though may not be clear
or complete.
Case overview is clearly
presented including all
appropriate investigative
steps to be analyzed.
2. During Unit 2 of the course, Student selected a case Case was
selected and Student identified and
adequate proof, research or but failed to submit the submitted
during Unit 2, submitted a real case to
evidence was provided to case during Unit 2 of the but failed to
provide be utilized for the case
confirm the case selected was course. proof that the case was
study during Unit 2. Also
a real criminal case. a real life event. provided supporting proof

to establish that the case
was not a fabrication.
3. Student relied on or
incorporated some of the
constructive peer review
critiques provided during their
rough draft.
Student failed to take
advantage of constructive
criticism from peer
review, which would have
resulted in an improved
final project.
Student recognized the
value of peer review
critique and made some
minor improvements to
the final project.
Student recognized the
value of the peer review,
incorporated the advice
which improved the
quality, professionalism
and impact of the writing.
4. The submission incorporated
all technical requirements as
follows: Minimum 5 pages and
maximum 20 pages in length,
all pages are double spaced,

font size of 12 and contained
APA citations.
Student’s name, mod and
course title must appear on the
document.
Some but not all technical
requirements were
incorporated.
Most technical
requirements were
incorporated but APA
citations were not
included.
All technical requirements
were incorporated as well
as APA citations.
5. How accurate is the support
and substance of the written
product / project submitted.
Document contained
many inaccuracies or
assumptions not
supported by law,
precedents or established
criminal procedures.
Project contained only
minor inaccuracies or at
least one assumption
not supported by law,

precedents or
established criminal
procedures.
Writing is accurate,
substantive and
assumptions are
completely supported by
applicable law,
precedents or acceptable
criminal procedures.
6. Clear and professional writing
and format
Errors impede
professional presentation;
guidelines not followed.
Few errors that do not
impede professional
presentation, but should
have been edited.
Writing and format is
clear, professional, APA
compliant, and error free
7. Written project displays a clear
understanding of how the
criminal procedure process
either operated as designed or
was abused during the criminal
investigation and /or

prosecution.
Project simply stated the
steps taken, but failed to
explain if those steps
were lawful or not and did
not provide the legal
support for the actions
portrayed. No critical
evaluation.
Submission described
some but not all of the
steps taken in detail with
support and analysis.
Document clearly
identifies the steps taken,
provides legal support for
or against the actions and
presents a logical picture
of the process from
beginning to end. A true
product of critical thinking
and analysis.
Total Points: /70
Final Assignment for CRJ302 –Criminal
ProcedureSynopsis:Evaluation Rubric for Final Project

Chapter 13: Organizational Ethics, Sustainability,
and Social Responsibility
Ethical Organizations
Unethical behavior by companies risks loss of public trust and
threatens integrity of business.
Ethical business practices need to be reinforced on a global
scale to offset continuing decline in business ethics.
2
Lussier and Hendon, Fundamentals of Human Resource
Management. © 2017, SAGE Publications.
Ethics
Application of values and principles to make right choice(s)
Trust
Core of ethical business practices
3
Contributing Factors to
Unethical Behavior
Personality Traits and Attitudes
Such as integrity, honesty, sincerity
Moral Development
Ability to distinguish right from wrong
Preconventional level
Conventional level
Postconventional level
4

Contributing Factors
to Unethical Behavior
The Situation
Unethical behavior is often found in organizations with no
formal ethics policies or when unethical behavior goes
unpunished.
Justification of Unethical Behavior
People respond to incentives and can be manipulated to behave
ethically or unethically, depending on incentive.
5
Ethical Approaches
Golden Rule
Four-Way Test
Stakeholders’ Approach to Ethics
Discernment and Advice
Research indicates that making decisions without using ethical
guides leads to less ethical choices.
Research shows companies having trust of employees
experience lower turnover, higher revenue, profitability, and
shareholder returns.
6
Codes of Ethics
Values

Principles
Management Support
If senior managers pay no attention to code of ethics,
subordinate managers and employees will follow suit.
Personal Responsibility
Compliance
Identify applicable laws or industry regulations that must be
adhered to as part of a code of ethics.
7
Exhibit 13-1: Berkshire Hathaway Code of Business Conduct
and Ethics30
8
Creating and Maintaining
Authority
The right to give orders, enforce obedience, make decisions,
and commit resources toward completing organizational goals
Responsibility
The obligation to answer for something/someone
The duty to carry out an assignment to a satisfactory conclusion
Accountability
Lies and cover-ups, not the initial unethical behavior, usually
escalate problems to unmanageable proportions.
9

Managers Face Ethical Questions on a Daily Basis
Bribery
Payments made to encourage favorable decisions that may
benefit a person or an organization while causing harm to other
organizations or stakeholders
Corrupt Payments to Government Officials
Payments made to allow companies to avoid regulatory scrutiny
by government agencies
10
Employment and Personal Issues
Managerial decisions that determine who to hire or fire;
decisions affect productivity, absenteeism, and turnover
Marketing Practices
Dishonest and predatory marketing practices can devastate a
company’s image in the marketplace.
11
Impact on Economy and Environment
Disregard for health and safety in use and abuse of hazardous
materials has damaging effects on a company’s reputation.
Employee and Customer Privacy
Technological ability to gather and maintain sensitive business
and customer data creates an obligation to use data only for
legitimate purposes.
12

Corporate Social Responsibility (CSR)
CSR is belief that organizations have a duty to all societal
stakeholders to operate in a manner that takes each of their
needs into consideration.
Social responsibility goes beyond legal and economic
obligations to make sound decisions by acting in ways that
benefit society.
13
Corporate Social Responsibility (CSR)
Companies should strive to improve quality of life without
destroying environment.
Companies should compete fairly with competitors and work
with suppliers in a cooperative manner while abiding by laws
and regulations imposed by government.
14
Stakeholders and CSR
Corporate compliance laws at state and federal levels dictate
adherence to ethical standards.
Laws protecting older workers
Female executives and the “glass ceiling”
LGBT employees
Diversity management

15
Increasing Diversity
The birthrate of Caucasian children is now less than 50% of the
total birthrate.
In 10 states, white children are a minority, and in 23 states,
minorities now make up more than 40% of the child population.
One in 12 children (8%) born in America are offspring of illegal
immigrants, and those children are U.S. citizens.
16
Exhibit 13-2: Levels of CSR
17
Sustainability
Sustainability is the state of physical and psychological
wellness in the workforce; refers to meeting needs without
compromising the corporation’s ability to meet future needs.
Sustainability Training
Organizations with sustainability programs tend to gain trust of
customers and surrounding communities.
18

Sustainability
HR and Organizational Sustainability
Green companies act to minimize damage to environment.
Nearly all of the world’s top 150 companies have a
sustainability officer who serves at rank of vice president or
higher.
19
The Sustainable 21st Century Organization
Benefits of Sustainability
6% of companies indicate sustainability initiatives are
necessary to remain competitive in world markets.
Sustainability-Based Benefits
Reward workers for taking public transportation and reducing
carbon footprints to support sustainability movement
20
Exhibit 13-3: Resources for Corporate Sustainability (see p.
343)
World Business Council for Sustainable Development (WBCSD)
International Organization for Standardization (ISO)
International Institute for Sustainable Development (IISD)
United Nations Global Compact
International Organization for Sustainable Development (IOSD)
World Economic Forum (WEF)
National Association of Environmental Managers (NAEM)
Corporate Social Responsibility Newswire (CSRwire)

21
Trends and Issues in HRM
Sustainability-Based Benefits
A number of companies are looking at options for providing
benefits to their employees that assist with improving
environmental stability and sustainability over the long term.
Does Diversity Training Work?
Organizations must create a cultural change in order for
diversity training to be successful.
22
Chapter 12: Workplace Safety, Health,
and Security
Workplace Safety
In addition to having a workplace that is fairly compensated,
well trained, and productive, organizations need an environment
that is also safe and allows employees to be healthy.
Maintaining safe and healthy employees will allow them to
continue to perform at high levels.
2

Workplace Safety and the Occupational Safety and Health Act
(OSHA) 1970
OSHA requires employers to pursue workplace safety.
Workplace safety deals with physical protection of employees
from injury or illness while on the job.
Employers must meet all OSHA safety standards, maintain
records of injuries and deaths due to workplace accidents, and
submit to on-site inspections when notified.
3
General duties clause covers all firms and states the following:
Employers will furnish a place of employment free from hazards
that cause or are likely to cause death or physical harm.
Employees have a duty to comply with occupational safety
standards, rules, and regulations.
4
A division within Department of Labor charged with overseeing
OSHA was created to “ensure safe and healthful working
conditions for working men and women by setting and enforcing
standards through three divisions: training, outreach, education
and assistance.”
5

What Does OSHA Do?
OSHA sets and communicates federal safety and health
standards to employers.
Occupational safety and health inspections must be made
without any advance notice in response to these:
Imminent dangers
Catastrophes
Worker complaints and referrals
Targeted inspections
Follow-up inspections
6
Exhibit 12-1: Employer/Employee Rights Under OSHA
7
See Exhibit 12-1: Employer/Employee Responsibilities Under
OSHA
8
OSHA Inspections
and Employer Rights
To get inspector’s credentials and receive information on reason
for inspection
To refuse to allow inspection without a court order
To receive a copy of complaint (without employee’s name)
To have a company representative accompany inspectors
9

OSHA Inspections and Employer Rights
To refuse to be interviewed or if they agree to interviews, they
can request an employer representative be present or interview
be held in private
To receive legal representation during interview and to end
interview at any time
Employers cannot retaliate against employees who take part in
an interview and tell the truth.
10
OSHA and Hazard
Communication Standards
Employers keep information at work sites that describes any
chemical hazards that may be present on site.
Material Safety Data Sheets (MSDS) provide information on a
hazardous chemical and its characteristics.
11
Exhibit 12-2: Safety Data Sheet (SDS) Format
12
13

Exhibit 12-2: Safety Data Sheet (SDS) Format
OSHA and Violations, Citations, and Penalties
Willful – Employer knew a hazardous condition existed but
made no effort to eliminate it.
Serious – Hazard could cause injury or illness that would most
likely result in death or significant physical harm.
Other Than Serious – Any illness or injury likely to result from
hazard is unlikely to cause death or serious physical harm, but
violation has a direct impact on safety and health.
14
OSHA and Violations, Citations, and Penalties
De Minimis
Violation has no direct or immediate safety or health danger;
does not result in citations or penalties.
Failure to Abate
Employer has not corrected a previous violation for which a
citation was issued and settlement date has passed.
Repeated
Employer has been previously cited for same type of violation
within previous 5 years.
15
National Institute of Industrial and Occupational Health

(NIOSH)
Works under umbrella of Centers for Disease Control and
Prevention (CDC)
Conducts research to reduce work-related illnesses and injuries
Promotes safe and healthy workplaces through interventions,
recommendations, and capacity building
Enhances international workplace safety and health through
global collaborations
16
Employee Health
Employee Health
Refers to state of physical and psychological wellness in the
workforce.
Work-Life Balance
Spillover effect of work and family on one another that generate
similarities between two domains.
To keep a better work–life balance, firms offer more work–
family benefits, such as flexible work schedules, and child and
elder care.
17
Employee Health Programs
Employee Assistance Programs (EAPs)
Counseling and other services provided to employees that help
resolve personal issues that may affect their work
Employee Wellness Programs (EWPs)
Cater to employees’ physical welfare through education and
training programs, such as health education, training and
fitness, weight and lifestyle management, and health risk

assessment services
18
Employee Health and Musculoskeletal Disorders (MSD)
Ergonomics
Science of fitting workplace conditions and job demands to
capabilities of working population
Purpose
To reduce stress and to eliminate injuries and disorders
associated with overuse of muscles, bad posture, and repeated
tasks
19
Safety and Health
Management and Training
Includes offering EAPs, EWPs, and stress management training
Firms that keep the number of accidents and incidents low
generally see lower absenteeism and increased job satisfaction.
When firms improve two of four most important variables at
work (absenteeism and job satisfaction), they are better assured
of increasing productivity over time.
20
Stress
Stress

Body’s emotional and/or physical reaction to environmental
demands
Functional (Acute Eustress) Stress
Helps improve performance by challenging and motivating
people to meet objectives
Dysfunctional Stress (Distress)
Decreases performance and may result in burnout; a constant
lack of interest and motivation to perform one’s job
21
Causes of Job Stress
Type A Personalities – These employees experience more stress.
Organizational Culture and Change – The more positive the
culture and the less threat of major changes, the less employee
stress.
Management Behavior – Workers with awful bosses are more
likely to report stress-related problems.
22
Causes of Job Stress
Type of Work – Employees who enjoy their work are less
stressed.
Interpersonal Relations – Employees who like their coworkers
are less stressed.
23

Negative Consequences of
Dysfunctional Stress
Dysfunctional Stress – Costs an estimated $300 billion a year in
absenteeism, decreased productivity, employee turnover, and
medical, legal, and insurance fees
Symptoms
Weak immune system
Aging
Weight gain
Decrease in sex drive
Lack of sleep
Death
24
Stress Management
Stress Management – Eliminating or reducing stress and making
it functional
Six Techniques
Time management
Relaxation
Nutrition
Exercise
Positive thinking
Support network
25
Exhibit 12-3: Relaxation Exercises

26
Exhibit 12-4: The Stress Tug-of-War
27
Workplace Security
Workplace Security
Management of personnel, equipment, and facilities to maintain
protection
Concerned with mitigating risks of violence, bomb threats, risk
to company computer systems and intranets, management of
natural and man-made disasters, and so on.
Cyber Security
Use of tools and processes to protect organizational computer
systems and networks
28
General Security Policies,
Including Business Continuity and Recovery
Prepare and train employees for emergencies, such as fires,
floods, earthquakes, severe weather, terrorist attacks, and bomb
threats
Provide grief counseling if needed
29

General Security Policies,
Including Business Continuity and Recovery
Establish an emergency response plan with these priorities:
Protect human life and environment
Prevent/minimize personal injury
Preserve physical assets
Restore programs and return operations to normal
30
Signs of Potential Violence
Take verbal threats seriously
Watch for nonverbal communication
Watch for stalking and harassment
Watch for damage to property
Watch for indications of alcohol and drug use
Include any isolated employees
Look for presence of weapons or objects that might be used as
weapons
31
Organizational Prevention
of Violence
Start with a written zero-tolerance policy.
Train employees to deal with anger and prevent violence.

Take quick disciplinary action against employees who are
violent at work; otherwise, aggression will spread.
32
Organizational Prevention
of Violence
Have a system for dealing with grievances, and track incidents
of violence.
Screen job applicants for past or potential violence.
Develop a healthy and positive work environment.
33
Social Media for Workplace
Safety and Security
Organizations around the world are establishing security alert
systems to be used in the case of a company emergency of any
type.
The systems use social media outlets and text messaging to
provide immediate warnings to all persons who are signed up to
receive alerts.
These systems give information on what steps employees need
to follow to remain safe in a particular situation.
34
Employee Selection and Screening
Screen (perform background checks on) applicants and test them

for substance abuse to prevent “negligent hires.”
Offer preventive programs, including drug and alcohol testing,
that can protect firm from liability.
35
Employee Wellness Programs (EWPs)
These programs work to help employees become healthy and fit
and lower health problems.
Bullying in the Workplace
Bullying behavior have been found to be four times more
common than sexual harassment in the workplace.
36
Chapter 10:
Compensation Management
Compensation
Total of an employee’s pay and benefits
Costs are frequently 65% to 70% of total production costs in
today’s firms.
Affects process of attracting and retaining employees.
Firms should design system to meet various needs of employees.
Poor compensation management practices produce negative
effects on performance.

2
Compensation System
Includes anything that employees may value and desire and that
employers can offer in exchange.
Compensation Components
Rewards that can be classified as monetary and in-kind
payments
Non-Compensation Components
Rewards other than monetary and in-kind payments (e.g.,
company cafeterias and gyms)
3
Motivation and Compensation Planning
Goal of Compensation: To motivate employees to perform what
the firm needs
Expectancy Theory: Developed by Victor Vroom at Yale, who
postulated that employees believe rewards for accomplishing a
task are worth the effort
Clearly define goals and how to achieve them.
Tie performance to rewards.
Be sure rewards have value to employees.
Make sure management does what it says it will.
4

Exhibit 10-1: Expectancy Theory and Compensation
5
Motivation and Compensation Planning
Equity Theory – J. Stacy Adams developed that employees are
motivated when the ratio of their perceived outcomes to inputs
is at least roughly equal to other referent individuals.
Employees who perceive being under-rewarded decrease inputs
and increase outcomes.
Employees who perceive being over-rewarded are not usually
bothered.
Employees who perceive being equitably rewarded will continue
to perform if content that their incomes and outputs are in
balance.
6
Types of Compensation
Base Pay: Wages paid on an hourly basis; salary based on a time
period
Wage and Salary Add-Ons: Includes overtime pay, shift
differential, premium pay for working weekends and holidays,
etc.
Incentive Pay (“Variable Pay”): Otherwise known as “pay for
performance”; commonly includes piecework in production and
commission sales
Benefits: Indirect compensation that provides something of
value to employee
7

Direct Versus Indirect Compensation
Direct Compensation
Base pay, salary add-ons, and incentive pay—all of which
appear in a pay check
Indirect Compensation
Provides something of value to employee (i.e., benefits), such
as sickness and accident protection, retirement pay
contributions, cafeteria services, company physicals
8
Organizati
Ability to Pay
What is your company’s pay policy?
Are employees viewed as assets or investments?
What types of compensation are offered?
Pay for performance or for longevity (seniority)?
Skill-based or competency-based?
At, above, or below the Market–Efficiency Wage Theory ?
Wage Compression
Pay Secrecy/ Rights to Privacy
9
Legal and Fairness Issues
in Compensation
Firms must offer equal pay for equal work unless there is a

difference in productivity, seniority, merit, or other factors
“other than sex.”
10
Exhibit 10-2: Major EEO Laws and Legal Concepts
11
Fair Labor Standards Act (FLSA) of 1938 (Amended)
Covers minimum wage, overtime issues, and child labor rules
for most U.S.-based businesses.
Minimum wage is the lowest hourly rate of pay generally
permissible by federal law.
Employees with specific duties are exempt from minimum wage,
overtime, and child labor rules.
12
Overtime
Federally mandated, higher-than-minimum wage, required for
nonexempt employees if they work more than 40 hours/week
Currently set by FLSA as “time and a half,” or 150% of
employee’s normal wages
13

See Exhibit 10-3: Duties Tests for General Employee
Exemptions (p. 256)
Executive Exemption
Professional Exemption (Learned or Creative)
Administrative Exemption
Outside Sales Exemption
Computer Employee Exemption
14
FLSA and Child Labor
14- and 15-Year-Olds: may work outside school hours no more
than “3 hours on a school day, 18 hours in a school week, 8
hours on a non-school day, and 40 hours in a non-school week”;
permissible work hours also restricted
16- and 17-Year-Olds: cannot be employed in hazardous jobs,
but their work hours are unrestricted
Individuals 18 or Older: can be hired for all work
15
Employee Misclassification
Under the FLSA
Misclassification of employees as exempt from minimum wage
or overtime is one of the most common areas where companies
get into serious trouble.
Just paying an employee a “salary” and then working that
person for unlimited hours is obviously illegal under the general
exemption FLSA rules noted above.
16

Pay Equity and Comparable Worth
Comparable Worth
When jobs are distinctly different but entail similar levels of
ability, responsibility, skills, and working conditions, they are
of equal value and should have same pay scale.
The concept is broader than “equal pay for equal work” because
the work need only be similar, not the same.
17
Other Legal Issues
Mandatory employee pension and benefits legislation also
includes the following:
Social Security
Workers’ compensation
Unemployment insurance
Family and Medical Leave Act (FMLA)
Patient Protection and Affordable Care Act (ACA)
Employee Retirement Income Security Act (ERISA)
Health Insurance Portability and Accountability Act (HIPPA)
18
Job Evaluation
Determining worth of each position relative to other positions.
Job Ranking – Subjectively ordering jobs from lowest to highest
or vice versa in terms of value to company
Point-Factor – Objectively breaking down job into

“compensable factors” and applying points to factors based on
job’s level of difficulty
Factor Comparison – Analyzing and ranking “compensable
factors” of benchmark jobs in pay surveys and ranking firm’s
jobs against benchmark
19
Exhibit 10-4: Creation of a Pay Structure and Individual Pay
Rates
20
Job Structure and Pay Levels
Pay structure creates a hierarchy of jobs and their rates of pay
within the organization. It is made up of job structures and pay
levels.
Job structure is stacking up jobs in organization from lowest to
highest levels.
Pay levels provide minimum to maximum pay for a group or
subset of jobs in organization.
21
Creation of Pay Levels
A single pay level, or “pay grade,” applies to many different
jobs.
Each pay level has a maximum and minimum pay rate.

Pay rates are determined by comparisons with Labor Market
Competition (minimum pay level), Product Market Competition
(top pay level), supply and demand, and insure equity.
22
Exhibit 10-5: Supply and Demand Curve
23
Exhibit 10-6: Product Market Competition Limits
24
Exhibit 10-7: Pay Levels
25
Exhibit 10-8: Pay Structure
26

Delayering and Broadbanding
Delayering: Changing company structure to rid vertical
hierarchy (reporting levels); process of “flattening” hierarchical
levels found in command and control organizational structures
Broadbanding: Combining multiple pay levels into one
27
Exhibit 10-9: Broadbanding of Multiple Pay Levels
28
A Shift From Base Pay to Variable Pay
One of the biggest reasons is to lower the risk to the company
when markets fail or economies go into recession.
The Technology of Compensation
Since compensation is typically one of the largest costs in most
organizations, management needs to be mindful of what it gets
for its money.
29
Chapter 9:

Employee Rights and
Labor Relations
Managing and Leading Your Workforce: Trust and
Communication
Trust
Simply faith in the character and actions of another
Communication
The process of transmitting information and meaning
Listening Skills
Crucial for effective communication to occur
2
Job Satisfaction
Feelings of well-being and acceptance of place in organization
Generally measured along a continuum from:
Satisfied/positive/high
Dissatisfied/negative/low
Affects worker productivity, absenteeism, and turnover
3
Ways to Measure Job Satisfaction
Faces Scale
Employees circle the face that matches their satisfaction
Best for a brief job satisfaction assessment
Job Satisfaction Survey (JSS)

Organizational development survey that is valid and reliable
for measuring job satisfaction in workplace
Best for an in-depth job satisfaction assessment
4
Exhibit 9-1: Female Faces Scale
5
Source: “Development of a female faces scale for measuring job
satisfaction” by Randall B. Dunham and Jeanne B. Herman,
Journal of Applied Psychology, 60(5), October 1975, 629–631.
EXHIBIT 9-2: SAMPLE OF JOB SATISFACTION SURVEY
(JSS) QUESTIONS21
6
Rights and Employee Development
Before organizations can develop, discipline, or terminate
employees and develop high-performance teams, HR must
understand employee and management rights.
They do this to ensure they don’t violate those rights or develop
or discipline employees unethically or illegally.
7

Exhibit 9-3: Commonly Accepted Employee Rights
8
Management.
© 2017, SAGE Publications.
Types of Rights
Right of Free Consent
Employees have the right to know what they’re asked to do and
consequences of that action.
Employers must ensure employees voluntarily agree to do a
particular job or task.
Employers who force employees against their will or manipulate
them violate employees’ right to free consent.
9
Types of Rights
Right to Due Process
When employers contemplate disciplinary action, employees
have a right to know what they are accused of, any evidence or
proof, and the ability to tell their side. Due process avoids false
accusations.
Right to Life and Safety
Employees have the right to be protected from harm to the best
of employers’ ability.
10

Types of Rights
Right of Freedom of Conscience (Limited)
Employees should not be asked to do something that violates
their values and beliefs as long as these reflect societal norms.
Right to Privacy (Limited)
The right to privacy protects people from unreasonable or
unwarranted intrusions into their personal affairs, unless
employers feel they might pose a hazard to others.
11
Types of Rights
Right to Free Speech (Limited)
The First Amendment applies to government agencies limiting
speech.
In the workplace, individual freedom of speech is limited.
Individuals should still express concerns or discontent with
policies without fear of harm.
12
Management Rights
Codes of Conduct: Employers have a right to create a code of
employee conduct. It must identify the firm’s ethics and values
and serve as a guide to individual action.
Employment-at-Will: Allows company or employee to break
work relationship at any time with or without reason as long as
laws are not violated.
Exceptions to Employment-at-Will
Public policy exceptions
Evidence of an implied contract

Lack of good faith and fair dealing
13
Model 9-1: The Coaching Model
14
Coaching is the process of giving motivational feedback to
maintain and improve performance.
Describe current performance
Describe desired performance
Get a commitment to change
Follow up
Management Counseling
The process of giving employees feedback (so they realize that
a problem is affecting their job performance) and referring
employees with problems that cannot be managed within the
work structure to the organization’s Employee Assistance
Program (EAP).
15
Discipline Basics
Try coaching first
Discipline is corrective action designed to get employees to
meet standards and the code of conduct
Common offenses needing discipline are theft, harassment, and

safety violations
16
Disciplining: Objectives
The major objective of coaching, counseling, and discipline is
to change behavior.
Secondary objectives are to maintain authority when challenged
and let employees know action will be taken when standing
plans or performance requirements are not met.
17
Just Cause
Seven Tests of Fairness and Due Process in Disciplinary
Actions
Did the employee receive fair warning?
Is the rule reasonably related to the orderly, efficient, and safe
operation of the company’s business and expected employee
performance?
Did the employer validate the alleged infraction prior to
administering discipline?
18
Just Cause
Was the investigation conducted fairly and objectively?
Was there substantial evidence or proof that the employee was

guilty as charged?
Has the company applied its rules, orders, and penalties even-
handedly without discrimination?
Was the degree of discipline reasonably related to the
seriousness of the employee’s proven offense and record of the
employee’s service with the company?
19
Exhibit 9-4: Guidelines for Effective Discipline
20
Progressive Discipline
With progressive discipline, the employer provides the
employee with opportunities to correct poor behavior before
termination.
Steps:
Informal coaching talk
Oral warning
Written warning
Suspension
Termination
21
Model 9-2: The Discipline Model
22

Refer to past feedback
Ask why the undesired behavior was used
Give the discipline
Get a commitment to change and develop a plan
Summarize and state the follow-up
Termination
Necessary when an employee cannot be made into a productive
member of the workforce.
Causes for dismissal immediately following investigation:
Gross negligence is a serious failure to exercise care in the
work environment.
Serious misconduct is intentional behavior that can potentially
cause great harm to another or the firm.
23
Legal Issues in Labor Relations
Managers must understand constraints set by labor laws to
successfully do their job.
Three types of labor relations laws:
Laws that deal with unions and unionization
Laws that govern how layoffs must be handled
Laws that govern collective bargaining
24

Exhibit 9-5: Major Labor Laws
25
Railway Labor Act (RLA) of 1926
Enacted to limit potential for railroad strikes to affect interstate
commerce
Provides protection for worker rights to join a union–no more
Yellow Dog contracts
Requires that in major disputes, management and labor must
participate in a negotiation and mediation process presided by
the National Mediation Board before a strike may be called
26
National Labor Relations Act (NLRA) of 1935 (The Wagner
Act)
Gives employees rights, without fear of persecution, to . . .
Self-organize or form, join, or assist labor organizations
Bargain collectively through representatives of their choosing
Engage in concerted activities to collective bargain or other
mutual aid or protection
Refrain from such activities unless that right may be affected by
an agreement that requires membership in a labor organization
as a condition of employment
27

Labor Management Relations Act (LMRA) of 1947 (Taft-
Hartley Act)
Amendment to 1935 NLRA that rebalanced employer and
employee rights by prohibiting specific unfair practices by
unions, including the following:
Jurisdictional and wildcat strikes
Secondary boycotts
Union shops
Coercive tactics
28
Worker Adjustment and Retraining Notification Act (WARN)
of 1988
Firms that employ more than 100 full-time employees must
notify them of a layoff at least 60 days ahead of time when
laying off more than 50 employees.
All workers are entitled to this notice, including hourly and
salaried workers and managers.
29
Union Organizing
People Join Unions for a Variety of Reasons
Better pay and benefits
Unfair management practices
Poor labor relations
Job security

30
Exhibit 9-6: The Union Organizing Process
Management.
Union Organizing: The NO TIPS Rule
No Threats Managers cannot threaten that firm will shut down a
facility that votes for unionization.
No Interrogations – Managers cannot ask employees about
union organizing activities.
No Promises – Managers cannot promise employees pay or
benefits rewards if they vote against union authorization.
No Spying – Managers cannot plant spies in union organizing
meetings or other activities.
32
Labor Relations and
Collective Bargaining
Labor Relations: Interactions between management and
unionized employees
Collective Bargaining: Negotiation process resulting in a
contract between union employees and management that covers
employment conditions
Grievance: Formal complaint concerning pay, working

conditions, or violations of other factors in a collective
bargaining agreement
33
Model 9-3: The Employee Complaint Resolution Model
34
Listen to the complaint and paraphrase it.
Have the complainer recommend a solution.
Schedule time to get all the facts and/or make a decision.
Develop a plan to resolve the complaint.
Implement the plan and follow up.
Facebook, Twitter, and Social Media at Work: Are They Out of
Control?
Social media sites can cause any number of problems.
Nonunion Worker Protection and the NLRB
The NLRB says that workers have a right to engage in
“protected concerted activities” in the workplace.
35
Chapter 8:
Performance Management
and Appraisal

Performance Management vs
Performance Appraisal
Performance Management
Identifying, measuring, managing, and developing HR
performance; serves as systematic measurement of performance
Performance Appraisal
Evaluating individual employee performance; vital component
of performance management process
2
Exhibit 8-1: The Performance Appraisal Process
3
Accurate Performance Measures Must Be…
Valid and reliable
Acceptable and feasible
Specific and pertinent to the job itself
Based on the mission and objectives
4

Why Do We Conduct
Performance Appraisals?
Communication (Informing)
To communicate employee’s strengths and needs and to
motivate performance
Decision-Making (Evaluating)
To make employment-related decisions (i.e., salaries,
promotions, demotions, training, development, termination)
Motivation (Engaging)
To motivate employees to improve the way they work, which
will in turn improve organizational productivity overall
5
What Do We Assess?
Trait Appraisals
Behavior Appraisals
Results Appraisals
6
Trait Appraisals
Traits identify the physical or psychological characteristics of a
person.
There is evidence that certain traits such as inquisitiveness,
conscientiousness, and general cognitive ability are valuable in
jobs that require management and leadership.
Should We Measure Traits?
Important to ask whether both the manager and employee will
agree with the measured rating as being accurate.
7

Behavioral Appraisals
Behaviors are the actions taken by an individual.
Behavior appraisals measure what individuals do at work.
Evaluated employees should have recourse to question outcome
of their appraisals.
Should We Measure Behaviors?
The most useful and most acceptable feedback to employees is
feedback on specific job-related behaviors.
8
Results Appraisals
Results are a measure of the goals achieved through a work
process.
Results are concrete measures of performance.
Should We Measure Results?
Results-based evaluations are typically very acceptable to both
the employee and the manager.
9
How Do We Use Appraisal Methods and Forms?
The formal performance appraisal usually involves the use of a
standard form developed by the HR department to measure
employee performance.
Employees need to know the standards and understand what
good performance looks like, and they need to be able to

measure their own performance.
10
Exhibit 8-2: Performance Appraisal Measurement Methods and
Forms
11
Critical Incident Method
A performance appraisal method in which a manager keeps a
record of the positive and negative performance of employees
throughout the performance period.
A list of documented critical incidents is especially important to
have leading up the evaluative decision of firing employees.
12
Management by Objectives (MBO)
Managers and employees jointly set employee objectives.
Managers give feedback, evaluate performance, and reward as
merited.
It is not unusual to see misappropriation of resources used to
fulfill MBOs. Misuse of MBOs can foster a “me-first”
mentality.

13
Narrative Method or Form
Managers keep written records about employees’ performance.
Used for ongoing feedback and employee development
planning.
Narratives capture employees’ values and contributions.
14
Graphic Rating Scale Forms
Managers use appraisal checklists to rate employee
performance, often expressed as a numerical scale.
Typically used for evaluative decisions, but should also steer
development decisions.
An effective rating is possible using a 1–5 Likert Scale, but
examples provide greater clarity.
15
Behaviorally Anchored Rating Scales (BARS)
Managers use behaviorally-based continuum to rate employee
performance, often expressed as a numerical scale.
It’s perhaps the best and most effective appraisal measurement.
It is typically used for evaluative decision-making, but should

also steer development decisions.
16
Model 8-1: Setting Objectives Model
17
Ranking Method
Managers rank employees by comparing best to worst.
Forced distribution ranking of best to worst is the most used
measure when companies resort to downsizing and layoffs.
It is typically used for evaluative decision-making and
development.
18
Which Option Is Best?
Using a combination of the methods and forms is usually
superior to using just one.
For developmental objectives, the critical incidents, MBO, and
narrative methods work well.
19

Which Option Is Best?
For administrative decisions, a ranking method based on the
evaluative methods and especially graphic rating scales or
BARS forms work well.
The success of the performance appraisal process depends on
the manager’s human relations skills in ongoing critical-
incidents coaching.
20
Who Should Assess Performance?
Supervisors
Peers
Subordinates
Customers
Employees themselves
360-Degree Evaluations
21
Exhibit 8-3: Performance Appraisal Problems and Avoiding
Them
22
Debriefing the Appraisal

Managers prepare for and communicate analysis of each
employee’s performance with the employee.
There are two major reasons for assessing performance:
For evaluative decisions
For development
23
Model 8-2: The Evaluative Performance Appraisal Interview
24
Model 8-3: The Developmental Performance Appraisal
Interview
25
Continuous Appraisals: Is it time to do continuous appraisals?
Competency-Based Performance Management: With the nature
of work in today’s companies and the fact that competencies are
becoming a significant issue, performance management systems
need to be redesigned so that we can evaluate the skills and
capabilities that are most important to the business.

26
Chapter 7:
Training, Learning,
Talent Management,
and Development
The Need for
Training and Development
After new employees are hired, they need to learn about the
organization and its routine and processes.
There is a relationship between training and job satisfaction.
Effective training and development are investments, not
expenses.
Effective training pays for itself through competitive advantage
and increased performance.
2
Training and Development
Training
Teaching employees the skills necessary to perform job duties
Train employees to provide the knowledge, skills, and abilities
(KSAs) they need to succeed in their work
Employee Development
Ongoing education to improve knowledge and skills for present
and future jobs within the firm

3
When Is Training Needed?
New Employee Orientation
Introducing new employees to organization and their jobs.
New Job Requirements or Processes
Remediation
Correction of a deficiency or failure in a process or procedure
Employee Development for Advancement
4
Exhibit 7-1: Training Process
5
Needs Assessment
Needs Assessment: Analyzes the difference between what is
occurring within the job(s) and what is required based on firm’s
operations and goals
When Not Done Correctly
Training courses may be poorly designed (e.g., cover wrong
info).
Wrong (e.g., not-yet-ready) employees may participate.
Trainers may create programs that are unnecessary or
incomplete.
6

Employee Readiness
Ability
Organizations have to determine whether or not employees feel
they are able to participate in the training process.
Do they believe they can do it?
Managers must match abilities to jobs.
Willingness
Are employees willing (motivated) to learn what’s taught in a
training program?
7
Learning
Learning is any relatively permanent change in behavior that
occurs as a result of experience or practice.
Trainers must understand how people learn so they can shape or
change employee behavior effectively.
8
Operant Conditioning and Reinforcement
Skinner’s theory states that behavior is based on the
consequences received from behaving in a similar way at an
earlier point in time.
If employees act in a particular way and receive a reward, they
will likely repeat that behavior.

9
Exhibit 7-2: Shaping Behavior
10
Shaping Behavior–Methods
Positive Reinforcement: Provide a reward in return for a
constructive action
Negative Reinforcement: Withdrawal of a harmful thing in
response to a positive action
Punishment: Application of an adverse consequence or removal
of a reward to decrease an unwanted behavior.
Extinction: Lack of response, positive or negative, to avoid
reinforcing an undesirable behavior
11
Strategies for Shaping Behavior
Increasing Targeted Behavior:
Use positive or negative reinforcement (Option A or D in
Exhibit 7-2)
Decreasing Targeted Behavior:
Use punishment (in either of its forms) or extinction (B, C, or E
in Exhibit 7-2)
12

13
Design and Delivery of Training
Make Choice Based On . . .
Information being transferred
Options available to organization
Best type of training to maximize transfer of knowledge while
minimizing cost of training process
14
MODEL 7-1: JOB INSTRUCTIONAL TRAINING STEPS
15
On-the-Job Training and
Job Instructional Training
On-the-Job Training (OJT)
Done at work site with resources employees use to perform job
Job Instructional Training
Has proven record of success; is a specific type of on-the-job
training used worldwide
16

Classroom Training
Courses include content, instructional methods, lesson plans and
instructor materials.
Materials are provided to a qualified instructor who teaches the
class.
Very good for consistently transferring general knowledge or
theories about a topic to a large number of people.
Effective when using the same equipment that is used on the
job.
17
Distance or E-Learning
Synchronous Distance Learning
Trainees sign into a website where instructors interact with
students and teach topics.
Asynchronous Distance Learning
Trainees sign into training site and materials are available for
their studies.
18
Assessing Training
Key Questions To Ask
Has training achieved the shaped behavior identified through
the needs assessment?
Did the money spent return a sufficient ROI?
Has job performance improved in a commensurate manner

indicative of training dollars spent?
19
Assessment Methods
The Four Level Evaluation Method measures:
Reaction: How individuals respond to the training process
Learning: Gained knowledge, new skills learned, and changed
attitudes toward person’s knowledge or skill set
Behaviors: Trainee’s changed on-the-job behaviors
Results: Improved individual behavioral changes affecting
organizational results
20
Talent Management and Development
Talent Management and Development
Follow the same five steps as the training process
Deals primarily with training workers for future jobs
21
Careers
Career: The individually perceived sequence of attitudes and
behaviors associated with work-related experiences and
activities over the span of the person’s life

22
Common Methods of
Formal Education: Courses and degree programs
Experience: Job-related experiences (e.g., job rotation)
Employee Assessments: Reveal how employees think, interact
with others, and manage their actions and emotions
Psychological: Reveal style of thinking, interaction,
management, and leadership
Emotional Intelligence: Reveal how employees identify,
understand, and use emotions to promote working relationships
23
A Model of Career Development Consequences
Individual employees go through a series of career stages as
they progress through their work life.
Within each of these stages, the employee has different needs
that the organization must meet so the relationship between the
two can remain stable.
24
Exhibit 7-4: Career Stages and the Hierarchy of Needs
25

Exhibit 7-5: Consequences of Career Planning
26
Management.
The Gamification of Training and Development
Gamification: the process of designing and utilizing video and
other game technology to teach the player a business concept.
Outsourcing Employee Training and Development
Outsourcing has become the major topic of interest to
organizations of all sizes.
27
Chapter 6:
Selecting New Employees
The Selection Process
Selection Process: Process of choosing the best qualified
applicant for a job.
Focus on Fit
Firms should always seek to hire the most highly-skilled
employees to maximize their output.
The selection process is very critical to the organization.

2
The Importance of the
Selection Process
Bad Hires. . .
Cost time and money
Result in lower productivity
Can be negligent hires
3
The Importance of the
Selection Process
Negligent Hire
A legal concept that says if the organization hires someone who
may pose a danger to coworkers, customers, suppliers, or other
third parties, and if that person then harms someone else in the
course of working for the company, then the company can be
held liable for the individual’s actions.
4
Exhibit 6-1: Steps in the Selection Process
Depending on organizational circumstances, steps may not be
followed sequentially, or some parts may not be included.
5

6
Exhibit 6-1: Steps in the Selection Process
Looking for Fit
Personality–Job Fit: Personality affects how people work
Ability–Job Fit: Physical and intellectual skills affect how
people work
Person–Organization Fit: How individuals fit within the
structure and how culture affects how they work
7
Uniform Guidelines on
Employee Selection Procedure
Uniform Guidelines on Employee Selection Procedures (UGESP
or “Uniform Guidelines”) were developed by the government to
guide employers.
They comply with federal laws that concern employment
decisions.
They provide information that avoids discriminatory hiring
practices and discrimination in other employment decisions.
8

What Qualifies as an
“Employment Test”?
Employment Test: Any test or selection procedure that is used
as a basis for employment decisions.
Employment Decisions
Hiring and training
Promotion and demotion
Membership
Referral and retention
Licensing and certification
Transfer
9
Valid and Reliable Measures
To be nondiscriminatory, employment tests must have validity
and reliability.
Validity is the extent to which a test measures what it claims to
measure
Criterion-related validity
Content validity
Construct validity
Reliability is the consistency of a test measure.
10

Applications and
Preliminary Screening
Applications and Résumés
Applicants’ information is compared to job specifications. This
weeds out unqualified applicants and finds the best applicants.
Information is verified to detect fictitious or misleading
information and to protect organizations against negligent
hiring claims.
11
Pre-Employment Inquiries
Information requested on job applications and during interviews
must be nondiscriminatory.
Every question should be job related.
Questions of a general nature should be asked of all applicants.
Questions that may be construed as discriminatory can be asked
if employers can demonstrate they are job related (BFOQs).
12
Exhibit 6-2: Pre-Employment Inquiries
13

14
15
15
The EEOC and Employment Testing
If the EEOC investigates a complaint about an employment test
being discriminatory, the company must prove the selection
procedure is valid for that particular job.
16
Types of Tests
Polygraph Testing
Employee Polygraph Protection Act (EPPA) makes it illegal to
use a polygraph, but has two exceptions.
17

Exhibit 6-3: Exceptions to the EPPA for Polygraph Testing
18
Types of Tests
Genetic Testing
Genetic Information Nondiscrimination Act (GINA) protects
people from discrimination by health insurers and employers on
the basis of their DNA information.
19
Written Testing
Skills Tests: Measure ability to apply a particular knowledge set
Personality Tests: Measure psychological traits or
characteristics to determine suitability for a specific job
Interest Tests: Measure intellectual curiosity and motivation in
a particular field
Cognitive Ability Tests: Assess intelligence or aptitude for a
particular job
Honesty/Integrity Tests: Can be written or use a polygraph
20

Physical Testing
Physical Testing: To ensure applicants are capable of
performing jobs as defined by job specifications and
descriptions.
Physical Skills Tests
Work samples
Assessment centers
Simulations
21
Physical Testing
Physical Exams: Should be directly related to job functions
Drug Testing: For workplace safety and productivity; must be
either “random” or “universal”
Fitness-for -Duty Testing: Test whether an employee is
physically capable at a particular point in time of performing a
specific type of work
22
Selection Interviews
Interviews are generally the most heavily weighted and one of
the last steps.
Allow candidates to learn about the job and organization
Allow managers to assess factors about a candidate that cannot
be obtained from other tests and to check accuracy of the
application/résumé
23

Exhibit 6-4: Types of Interviews and Questions
24
Exhibit 6-4: Types of Interviews and Questions: Common
Interview Questions (Selected)
25
How would you describe yourself?
What do you consider to be your greatest strengths and
weaknesses?
What would your last boss say about your work performance?
What motivates you to go the extra mile on a project or job?
What skills do you have?
What makes you qualified for this position?
How do you work under pressure?
What can you tell us about our company?
What do you see yourself doing 5 years from now?
Types of Interviews
Structured Interview
Candidates are asked the same questions.
Semi-Structured Interview
Interviewer follows list of questions, but also asks unplanned
questions.
Unstructured Interview
Interviewer has no preplanned questions or sequence of topics.
The most susceptible to discrimination claims because it

introduces the most interviewer bias.
26
Types of Questions
Closed-Ended: Requires a limited response (e.g., yes/no);
appropriate for fixed aspects of the job
Open-Ended: Requires a detailed response; appropriate for
determining abilities and motivation
Hypothetical: Requires candidates to describe what they’d do
and say in a given situation; appropriate in assessing
capabilities
Probing: Requests clarification; appropriate for improving
interviewer’s understanding
27
28
Model 6-1: Interview Preparation Steps
Model 6-2: Interviewing Steps
Background Checks
Background Checks
Prevent negligent hiring

Types
Credit checks
Criminal background checks
Reference checks
Web searches
29
Selecting the Candidate and
Offering the Job
Multiple-Hurdle Selection Model
Requires applicants pass a selection test to go to the next test.
Cost-effective because unqualified applicants stop taking
further tests.
Compensatory Selection Model
Allows applicants to perform poorly on one test, but make up
for that poor score by doing well on other tests or interviews.
30
Hiring
Compare candidates’ qualifications and consider diversity
Identify if candidates truly desire the job and are honest
Assess person–organization fit via coworkers’ impressions
Contact the best candidate and offer the job
If candidate refuses or accepts but soon leaves, offer job to
next-best candidate
31

HR has to be careful not to violate any laws when recruiting and
selecting anyone locally, nationally, or internationally.
Human Resource Information Systems (HRIS) become
increasingly valuable to the organization in all HRM functions.
32
Chapter 5:
Recruiting Job Candidates
The Recruiting Process
Matches employees with jobs and creates a reasonable pool of
qualified candidates for a job opening.
Process should be efficient because costs of recruiting,
selecting, and training are often more than 100% of employees’
annual salaries.
Thumb rule: 15 to 25 qualified candidates for each job opening.
2
External Forces Acting On
Recruiting Efforts

Labor Market
The external pool of candidates from which recruits are drawn.
Supply and Demand and the Unemployment Rate
If unemployment is high, the job of recruiting is generally
easier.
Competitors
A high number of competitors means a more difficult recruiting
environment.
Social and Legal Environments
The social environment affects the ability to recruit new people.
The legal environment requires abiding by all EEO laws.
3
Organizational Recruiting Considerations
What Policies to Set: The policies will determine the actions on
the four other recruiting considerations.
When to Recruit: We recruit when we need someone to fill a
job.
Alternatives to Recruitment: Do we have a viable and
financially feasible way to solve our shortage other than
recruitment?
4
Organizational Recruiting Considerations
Reach of the Recruiting Effort: We need to identify our
effective labor market.
Social Media Recruiting: Social media can provide recruiters
with much more reach.
5

Internal Recruiting
Internal Recruiting: Filling job openings with current employees
or individuals known by current employees
Internal Recruiting Sources
Promotions or lateral moves from within
Promotions leave vacancies that may need to be recruited
externally
Employee referrals
6
Internal Recruiting: Advantages
Promotions and requested lateral moves increase organizational
commitment and job satisfaction
Recruits know the “back channels” of the organization.
Recruit has interest in organization, knowledge of operations
and processes, and comfort continuing to work in the company.
7
Internal Recruiting: Advantages
Organization has existing knowledge of internal employees.
Internal is usually quicker than external recruiting and saves
money.
8

Internal Recruiting: Disadvantages
Applicant pool is significantly smaller.
Hiring from within opens another position to fill.
Success in one job doesn’t mean success in a different job.
External candidates may have better qualifications.
9
Internal Recruiting: Disadvantages
Internal employees may feel entitled to the job.
It may create or perpetuate resistance to change.
It may stifle creativity and innovation if the individual is
already immersed in the organization’s culture.
10
External Recruiting
External Recruiting: Engaging individuals from labor market
outside the firm to apply for a job.
It can be accomplished in an open or targeted manner.
11
External Recruiting Sources
Walk-ins
Educational institutions
Employment agencies
Temporary agencies
Public (state employment) agencies
Private agencies

General
Contingency and retained agencies
Retained search firms/executive recruiters
Advertising
12
Exhibit 5-2 Major Recruiting Sources
13
External Recruiting: Advantages
Avoids creating or perpetuating resistance to change
Finds individuals with complex skill sets who are not available
internally
Lowers training costs by hiring someone with the requisite
skills
Increases organizational diversity
14
External Recruiting: Disadvantages
Disruption of introducing different ways of operating
Takes more time and training costs
May adversely affect current employees’ motivation and

satisfaction due to a perceived inability to move up in the
organization
External hires have no history with the firm
15
Challenges and Constraints
in Recruiting
Budgetary Constraints
Policy Constraints and Organizational Image
Job Characteristics and Realistic Job Previews (RJP)
The Recruiter – Candidate Interaction
16
Exhibit 5-2: Evaluation of Recruiting Programs
17
Talent Wars
A global war for talent has become a reality.
Global Knowledge Workers
We will increasingly see a much larger number of contingent
workers as a segment of the overall workforce.
18

Chapter 4:
Matching Employees With Jobs
Employee and Job Matching
Employees matched with the right job maximize productivity.
Mismatched workers tend to have lower job satisfaction,
absenteeism, and turnover.
2
Work Flow Analysis
What Must Be Done to Produce a Product or Service
Identify expected result (organizational outputs)
Determine steps required to create the end result
Spot inputs necessary to carry out and perform the same tasks
(i.e., the 4-Ms: machines, material, manpower, and money)
3
Example: Workflow in a Bakery
4

Exhibit 4-1: Work Flow Analysis
HOW ARE EMPLOYEE JOBS DETERMINED?
Employees are hired into a Job.
Which is a collection of tasks that a person is required to
perform at work.
Job are identified through a process known as Job Analysis.
6
Tools for Understanding the Job
Job analysis
process of systematically collecting information about work
tasks. Helps ensure creation of the right fit between job and
employee
purpose of a job analysis is to ensure creation of the right fit
between the job and the employee and to determine how
employee performance will be assessed
process involves obtaining information from experts to
determine the tasks that workers must perform, the tools and
equipment they need to perform the tasks, and conditions in
which they must work
7

JA Outcomes: Job Descriptions and Specifications
Job Description: Identifies major tasks, duties, and
responsibilities of a job
Job Specification: Identifies qualifications a person in a job
should possess
8
Outcomes: Job Description
and Job Specification
Job descriptions and specifications are routinely written into
one document.
The job description part describes the job itself, not the person
who will do the job.
The job specification part identifies the qualifications needed
by the person who is to fill a position.
9
What’s the difference?
10
What is the order in this process
11
Job Analysis

Job Description
Job Specifications
Job Description
12
Job Specifications
13
Why Conduct a Job Analysis?
Identifies work performance and working conditions
Results include duties, responsibilities, skills, knowledge,
outcomes (i.e., job description and job specification), and
conditions.
14

Why Conduct a Job Analysis? Legal Concerns
When an organization makes hiring or promotion decisions that
have discriminatory effects, the organization can defend itself
successfully by showing that it based its decisions on good,
solid analyses of the jobs involved.
15
15
Why Conduct a Job Analysis? Legal Concerns
Job analysis results help many organizations determine whether
they are complying with requirements of the Americans with
Disabilities Act (ADA) because of the distinctions made
between essential and marginal job functions
16
Why Conduct a Job Analysis?
Job Analysis can aid in ….
Human resource planning and training
Job evaluation for compensation
Staffing (recruiting and selection)
Training
Performance management
Maintaining a safe work environment

17
Databases and Job Analysis
Free and Continually Updated
Department of Labor’s Dictionary of Occupational Titles (DOT)
O*NET from US Department of Labor
Info on 900+ job titles
Commercial Databases Also Available
18
Job Analysis Methods
Questionnaires: Identify functions of a particular job
Verbal Interviews: Answers compiled into profile of job
Diaries: Employees’ documentation of tasks
Observation: Observers shadow employees and log tasks
19
Job Design Versus Job Redesign
Job Design
Identifies tasks that employees are responsible for and how
those tasks will be accomplished
Job Redesign
Changes tasks or how they are performed
Job redesign is about working smarter, not harder
20

Organizational Structure
and Job Design
Rigid bureaucratic structures with strong centralized decision-
making need jobs that are controlled by an authority.
Relaxed, flatter structures with autonomy need jobs that take
advantage of autonomy.
21
Approaches to Job
Design and Redesign
Mechanistic Job Design: Task specialization, skill
simplification, and repetition; the traditional pyramidal pattern
of organizing
Biological Job Design: Structures the physical work
environment around how the body works to minimize strain
Perceptual/Motor Job Design: Keeps employees within their
mental capabilities and limitations
Motivational Job Design: Focuses on affecting psychological
meaning and motivational potential
22
Designing Motivational Jobs
Job Simplification
Job Expansion
Rotation, enlargement, and enrichment
Work Teams
Integrated and self-managed
Flexible Work

Flextime, job sharing, telecommuting, and compressed work
weeks
23
Job Design for Flexibility
Flextime: Provides workers with a flexible set of work hours
Job Sharing: Two (or more) people share one whole job
Telecommuting: Allows workers to work from a location other
than the office
Compressed Workweek: Takes the normal 5-day, 40-hour
workweek and compresses it to fewer than 5 days
24
Exhibit 4-5: Sample Flextime Work Schedule
25
HR Forecasting
Identifies estimated supply and demand for different types of
HR
Based on analysis of past and present demand
Methods can be quantitative or qualitative
Measures need reliability and validity

26
Example: Forecasting in Healthcare
27
Quantitative Forecasting
Trend Analysis: Reviewing historical items (such as revenues)
and relating changes to business factors to form a predictive
chart
Ratio Analysis: Reviewing historical data and calculating
proportions between a business factor (such as production) and
number of employees needed
Regression Analysis: Identifies relationship between a series of
variable data points to forecast future variables
28
Exhibit 4-6: Quantitative Forecasting Analysis: Trend Analysis
29

29
Exhibit 4-6: Quantitative Forecasting Analysis: Ratio Analysis
30
Exhibit 4-6: Quantitative Forecasting Analysis: Regression
Analysis
31
A regression diagram of all of the companies in our industry by
year for the past 10 years, plotted with the number of employees
on the x-axis and revenues on the y-axis, might look like this.
Based on this diagram, if we were expecting to have revenues of
$29MM next year, we would need approximately 254
employees.
Qualitative Forecasting
Nonquantitative methods are usually based on knowledge of a
pool of experts in a subject or an industry.
32
Reconciling Internal Labor
Supply and Demand
Employers need the right number of employees with the right
skill sets in the organization at the right time.

33
Supply and Demand
Options for a Surplus
Downsizing and layoffs
Pay reduction
Work sharing
Natural attrition
Hiring freeze
Retraining and transfers
Early retirement
34
Supply and Demand
Options for a Shortage
Overtime
Temporary/contract employees
Retrain employees
Outsourcing
Turnover reduction
Hire new employees
Technological innovation

35
Chapter 3:
The Legal Environment and Diversity Management
The Legal Environment for HRM: Protecting Your Organization
A primary responsibility of an HR manager is to assist in
avoiding any discriminatory situations that can create legal,
ethical, or social problems with employees, former employees,
communities, or other stakeholders.
2
WHY IS IT IMPORTANT TO UNDERSTAND LEGAL AND
SAFETY ISSUES?
To provide important guidance for treating employees fairly and
helping organizations comply with laws.
Complying with the law saves the organization money—money
they would have to spend to fight legal accusations or to try to
repair damaged reputations.
3

Example: Appearing in LA Times (April 1992)
State Farm to Pay Women $157 Million for Job Bias : Courts:
Total damages against insurance firm may exceed $200 million.
Award is record for civil rights case.
More than 800 women claimed they were denied jobs as agents
with State Farm because of their sex
The settlement is the climax of a 13-year legal battle
Each woman will get at least $150,000, and the average will be
about $193,000
4
Example: Appearing in Wall Street Journal (2000)
Coke Agrees to Pay $192.5 Million To Settle a Racial Bias Suit
by Employees
The four plaintiffs who filed the lawsuit, alleged wide
disparities in pay, promotions, and performance evaluations
These four plaintiff will each receive an award of no more than
$300,000. Approximately 2,000 current and former Coke
employees qualify for the settlement and will receive an average
of $40,000 each
$20 million paid in lawyer fees.
Cost to Coke includes $113 million in cash, $43.5 million to
adjust salaries of African-American employees during the next
10 years and $36 million to implement various diversity
initiatives and oversight of the company's employment
practices.
Coke will donate $50 million to its Coca-Cola Foundation for
community programs.

5
Discrimination Versus
Illegal Discrimination
Discrimination
In HR, discrimination is making distinctions among people.
Illegal Discrimination
Making distinctions that harm people by inappropriately using a
individual’s membership in a protected class as a basis for an
employment decision.
6
A User’s Guide to Managing People: The OUCH Test
To maintain fairness and equity whenever contemplating any
employment action, use the following guideline:
Objective: Fact-based and quantifiable
Uniform in Application: Apply the same “tests” in the same
ways
Consistent in Effect: Ensure results aren’t significantly
different for different groups
Has Job Relatedness: Action must relate to the essential job
functions
7
The Four-Fifths Rule
Used by federal courts, the Department of Labor, and the EEOC

to determine whether disparate impact exists in an employment
test.
See Exhibit 3-2 on next slide (page 58 in the book)
Rule explained – if the selection rate for any group is less than
the 4/5ths or 80% of the selection rate for the majority group,
there may be potential disparate impact.
Exhibit 3-3: Major EEO Laws in Chronological Order
11LawDescriptionEqual Pay Act of 1963 Requires that women
be paid equal to men if they are doing the same workTitle VII
of the Civil Rights Act of 1964 Prohibits discrimination on
the basis of race, color, religion, sex, or national origin in all
areas of the employment relationship Age Discrimination in
Employment Act of 1967 Prohibits age discrimination against
people 40 years of age or older and restricts mandatory
retirementVietnam Era Veterans Readjustment Assistance Act
of 1974 Prohibits discrimination against Vietnam veterans by
all employers with federal contracts or subcontracts of $100,000
or more. Also requires that affirmative action be taken.
Pregnancy Discrimination Act of 1978 Prohibits
discrimination against women affected by pregnancy, childbirth,

or related medical conditions
(Continued)
12LawDescriptionAmericans with Disabilities Act of 1990
Strengthened the Rehabilitation Act of 1973 to require
employers to provide “reasonable accommodations” to allow
disabled employees to work Civil Rights Act of
1991Strengthened civil rights by providing for possible
compensatory and punitive damages for
discriminationUniformed Services Employment and
Reemployment Rights Act (USERRA) of 1994
Ensures the civilian reemployment rights of military members
who were called away from their regular (nonmilitary) jobs by
US government orders
(Continued)
13LawDescriptionVeterans Benefits Improvement Act of 2004
Amends USERRA to extend health care coverage while away on
duty, and requires employers to post a notice of benefits, duties,
and rights of reemployment Genetic Information
Nondiscrimination Act of 2008
Prohibits the use of genetic information in employment,
prohibits intentional acquisition of same, and imposes
confidentiality requirements
Lilly Ledbetter Fair Pay Act of 2009
Amends the 1964 CRA to extend the period of time in which an
employee is allowed to file a lawsuit over pay discrimination

Equal Pay Act of 1963
Requires women who do the same job as men (“equal skill,
effort, and responsibility, and performed under similar working
conditions”) in the same organization to receive the same pay.
Pay differences that result from differences in seniority, merit,
quantity or quality of production, or any factor other than sex
(e.g., shift differentials, training programs) are legally
allowable.
14
Title VII of the Civil Rights Act of 1964
This act was passed by Congress and signed into law as a result
of the civil rights movement of the 1960s, which sought to end
racial discrimination.
The part of the act that specifically applies to equal opportunity
in employment is Title VII.
15

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