Functions, Applications, Skill Development

Human Resource Management Functions, Applications, Skill Development Robert N. Lussier, Springfield College John R. Hendon, University of Arkansas at Little Rock

Active learning to engage today’s students This textbook is designed to provide an opportunity to “learn by doing” in a way that will appeal to today’s students. The text can be used in traditional lecture-based teaching, and it also offers a wide range of engaging activities that accommodate a variety of contemporary learning styles. Many of the specific learning preferences of today’s students are addressed in the book’s overall approach, organization, and distinctive features.

6

MANAGI ELOPING AND PART III: DEV

NG

t Miscue Managemen meeting, and rruption to the Performance ted a small inte ame ges sug kly m. It soon bec I quic

Explains functions, provides applications, and builds students’ skills!

the roo form anc e to step out of failure to forw ard to per asked Heather was Heather’s rs don ’t loo k in my office overall problem Mo st man age acted stuck her head clear that the was late, it imp soon as Heather . When Heather e apprais al, I time anc appraisals. As on had to k form wor then per to es r employe g— report to sit in on her some coachin group as the othe and asked me es who needed her entire work loye es emp . bas y two pan ’s phone calls knew I had istine. Our com answer Heather supervisor, Chr e appraisals, and Christine Heather and her on performanc don’t Heather ent decisions istine on here? Why many employm What’s going Where did Chr nt. orta imp performance? are so the results e on Heather’s ther to agree with agre Hea t n get e r e a p became ap blem be How can Christin t i , pro ng? m o this o wro r go e can h How red t n doin g a e review now? sesWh e n I e n t e d she had bee ance appraisal her performanc Hea ther beli eve formal perform e recorded that alth oug h on having during the next agree. Christin stions are based istine did not over- avoided improvement great job, Chr wers to these que ing this ans ding read The nee By ? as em. e sion t syst formanc ue charge e managemen Heather’s per on beyond a vag e problems. good performanc can avoid thes offer any reas n’t a tea m a learn how you all, but did not tud e and was chapter, you will had a poo r atti tha t Hea the r

This comprehensive textbook is intended to develop the full range of human resource management (HRM) competencies through a balanced, three-pronged approach to the curriculum. player.

ner’s Model for The Practitio

HR M

Part III

5

 Productivity  Satisfaction

 Absenteeism  Turnover

Protecting pensating and an Resources? Section IV: Com TAIN your Hum ARD and MAIN How do you REW

tline Chapter 8 Ou I.

formance? uld Assess Per V. Who Sho s A. Supervisor agement System formance Per Performance Man rs us Pee Vers t B. e Managemen aging inat: es Man A. Performanc ord Sub loping and Section III: Deve C. Human Resources? Appraisal AGE your Self Process D. How do you MAN ance Appraisal B. The Perform s ers sure tom E. Cus Performance Mea luations C. Accurate F. 360º Eva ance Appraisals? Conduct Perform We Choose? Do o Wh II. Why Do We G. id icating Problems to Avo mun Com raisal A. ance Appraisal ing) Performance App VI. PerformStaff ing Making (Evaluat blems With the Pro B. Decision II: Attracting and ion mon inability Sect Com ) susta A. D for (Developing tions do you NEE cess s nt) Func blem pme Pro HRM C. Motivating t s Pro Wha (Develo raisal Proces and Motivating Performance App D. Evaluating B. Avoiding raisal We Assess? App Do w at the rvie Wh ng III. raisal Inte VII. Debriefi formance App raisals luative Per Interview A. Trait App l Issues A. The Eva ance Appraisal ning and Lega tal Perform Appraisals Strategic PlanDevelop mensustainability? -term B. Behavioral Century HRM B. The als nization’s long Section I: 21st tcomes Apprais ICAL to your orga /Ou M CRIT ults are HR s Res in C. Issues Appraisals? What HRM issue VIII. Trends and ion Is Best? h Performance D. Which Opt to Do Away Wit Forms? itoring A. Is It Time al Methods and formance Mon We Use Apprais : Electronic Per t IV. How Do B. Technology e Managemen hod anc Met form ts Per den ncy-Based Method pete A. Critical Inci O) Com (MB ves C. s t by Objecti raisal Proces App the ning B. Managemen D. Alig Method or Form C. Narrative ing Scale Form RS) Form D. Graphic Rat ing Scale (BA Anchored Rat rally avio Beh E. hod F. Ranking Met ion Is Best? G. Which Opt

Key features of this text: 1. Provides a clear understanding of the traditional HRM concepts and functions, as well as the current trends and challenges facing HR managers. 2. Includes applications of HRM concepts and functions through developing critical thinking. 3. Assists in the development of critical HRM skills.

Chapter 8: Per formance Manag ement

1. Outlines the Key Concepts and Functions

The 360° evaluat ion format is mor e useful for indi ment than it is for vidual develop administrative purposes. The is that the pro biggest downsid cess takes a lot e of time, which costs the compan means that it also y a lot of money.

HRMT S H R CONTEN uired) raisal) b Design (req criteria and app Job Analysis/Jo t (performance e managemen 4. Performanc d) uire (req ent em ormance ance Manag F. Perform ng employee perf g and measuri peers, clients) 1. Identifyin (e.g., managers, of information ment 2. Sources sure mea e rs in performanc 3. Rater erro monitoring 4. Electronic e appraisals anc form Per 5. feedback 6. Appraisal performance 7. Managing

C.

ix A: SH RM See Append de 2010 Curriculum Gui te list for the comple

8.8 Identify some of the common pro performance blems with the appraisal pro cess Personal biases and stereotyping are two of the appraisal problem most sign For inst butional errors— s. Other problems include halo erro ificant ance, is r; distrithe grading is either too hars staff? D erjudg h or too lenient, e an e is oes this everyonth edytonbe or ave ee rage ; d m sim ilarity erro to receak se r; of evalu con nse trast error; anddo a 360° r; proximity error; ation. In ncye erro ?O bviousl attribution erro evr.aluat most ca ficien y, in ion

and Appraisal

because as soo n as they kno w some of the those errors bec common erro ome less pronou rs, nced. Use mul mitigate any pot tiple raters to entially biased evaluations and errors such as minimize othe similarity, contras r t, and attribution erro don’t evaluate rs. Finally, what you don’t know. Find peo tion who do kno ple in the orga w the job and nizahav e them performing that evaluate the indi job. vidual

The book is structured around the six major HRM functions Briefly discuss C8.10 hapte the difference s between eva per 8:ePrev formranc identified by the Society for Humanrevi Resource erf luative iew orm sManagement and development ance ews Manag al performance ement (SHRM). and Ap of janThe t. We al this ca ses, w prais it evaluative inte

rview is a review ith low-l se we pro ori or so m 8.9ake th visor’s b of the individu evel staf horuasecert ntif bably doperformalanc al emp is ystthe e ove jor steps we iased oplem Ide keain at maen f meem epperi ’t nequ ingod. The evaluation nee loyee’s fairnand t b ausecan tak ins with appem berids,pro eeditab to avo supervi tole,dnot ds to be b-p a su al proec ven thrais o thbas sor often ion. Ethe cess the ev LO ed on bias. Emp erthe is vi 8.es ty o so 8 must be al loye u opp p r’ u gh e ortu does ge ation is s evnity peers du The only the toattalk as well as give al step u wou t in o ld liste io be ft ring consurefirst enform n is suf- n toIdthe critique of thei n formalto develop accurat suepperf anc m e. er The o vi re dev verss.atAcc r perfe en elop so not satisf th orm r deomea anc y some e performancedback ionuratC - e focus on an just a mental interview, on tif es th e measure of thd,e resga ac other han commthe minimize traits. formal areas for impsu use rdmul per omluat will in tiple rove on g erions crite men ards for tory, an d peers w-basuedsteva pr p t s ria, as ove er ob w rth time forman have employeseessscom lem ,ill Managers and oftcan men s wuld some re OUCH test andillthe e pe. rfo enbecoana ith sho coBla t, with ce e up thetheir own mplain mlyze ason. Th the om ance pladinusin mation giesfrfor ardab objectivrm test proc impcu togth stmen prterove o.uNex aisal omt,er e supervi nch ess es and ap stra received t a t,fetrain the evaluat e asswel su l as p dev ors, llo an er elop so w vi d emp their own obje from pee loye soes.r if th r’s critic employe al 7What ctiv rais es for App e rs al and e who is service is and cusst about th Key Te inciden ement not mee om t file is o speak fo formance Manag e case o rm ting stan Chapter 8: Per ften wri r themse f an outs ers. d tten bas lv360 ide the super es.° eval on Saleuati ed on in sperson sn vi umbers saleBias for? In this a routin sor rareBeh ly se LO 8.1 esrally situatioManagement by Ob the indiv are available to avio e basis, ject n Crit ives , e weAnc themet renc aski incidents Performance man cahore sale resu n asdkRatthing Scaleidual but theical ng the sa O) emet Discuss the diffe hod t Systems sperson (MBth agement nce custom e custo lesperso and manhod lts tend to Ran Managemen between performa (BA tomer fe er intera s in our nRS) king method forform formanc have employee a self-ap mer to Elec do tron edback, Performance e cts witMotivation ager. Wh management and an icevPer they (HRM), we now er h aisal and ent p Mon w e al g, appr o ra em itori nce nin u e u nag ng is trai r ca orma at (EP ma ial al. Wit e salesp perf M) ion o Finally init Results dev Behn avio f the sa human resourc rs elop a p m at least some Narrative method so the sale At this stage of lesperso er need to figure out lan to in Grahphic we’ve given the or n on 360° eval , if we are evalu figures, Pypin can do the work, next issue that we n as wform crease furatingssca SteA PLgICAT reot ating th uation b productive, and organization who What’s next? The ture perle form a self-aPer e marke ION 8-8 ssform ance appraisalell as ecause th essm tomers, that they remain individual jobs. ir ure the disens fo en ng to ti our e doi rm t, ng peers, th is individ TraiSe ember and cusare now ance. tslec ance over tim ir careers. Rem t an orga y Term e orgKe e their perform ualwwou manager for th and use Re y progress in the nization, an ions availvie the opt as iz , is how to manag few e ld th able at the pr fi of cap ion, and e numb affect al eferably rm, we e even more typically one t om are tha on es bec er ure l m urc lly e h o ens efu yo o reso im- or h ay want f the gro fm an hop u work or Once ag need to have wor Co ethlet mp odesea erself. to u pter 1 that our hum advantage for the firm. So we ked for. necch ion, we the follow esof ing perfo ain, we need to cussion from Cha Identify sary , we eval ps—subordinat do a petitive end, in this sect some of to get an ingSo sta sustainable com rmance ________do the the posit utsatus sible level. To this al, and , cusing e th accuratetemen st-b on able to create a ions eifof thies e sp at the highest pos outweigh a copro at en formance apprais and peop ces per form te s ef s ec of cha per and m iden es it as pte ent tifyi urc p an ic em r’s se t ng, le w to maxim and develop key terms alysis measuring, managin si ssment theingcothestperf our human reso formance manag be evalua :ho should of ___e__in a tuation determin g, ize porga to orm ce between per giveancues of the to erfoniza ted usin divperf e wh an th ___th rmtion cess. discuss the differen idorm urce ance wh a human reso g 360º ualance appraisalevmet aluahod ance appraisal pro ekee in .whi beps tions ile minim return on our s in en written record. ch a manager nefa it Brie present the perform s of positive yo of fly describ in ________ the iz in and ve in cr neg ur costemployees thro g th tota stmen ativ eathe ong oin g pro s- perf veersperf anc e t. In esse ughout ces s of evaelua us-borm l st of ormanc performance enefit e of analeysperi nt tingcoem n od me th ce plo is ge e yee , to na ap we justify yo Ma p___ ra___ isal__proa ce M ur se DuriSHR Performance pross ces praisal ________ the s in which man lection. n ld Ap g . bui ce th to ts an willi e age asse rm ngn rs and employe set objectives ess to achieve intangible es jointly for the employe organizational ever, kn entperformance ap Versus Perfo C4 heavily on their is essenobjectives es, periodicall owing th ______p yee levelstudents mance, and rew managem anizations Key pedagogical aids in rely each chapter help learn __rais y evaluate per iden al tify Performa ard according individual emplo economy, org prothe physical or psycho forese com tionce ria and to the results n crite e employee nagement at the of am “In a knowledge logical charact pers ed (performancew ononprob cess, ther is asure and improv e cu eristics performance ma me ar tly, to ss y e uen em onl th co seq syst lems, we a ___ e not e Thl)en w appraisa value. Con the concepts and include Learning Outcomes, lementing ble___ se performanc can take mmon problem emp_____ requires a manager to write a e discuss pro___ m__ s firsthet w iness case for imp effort to increa and e acti stat m ons s tim loye w eme tial and the bus th take ent e’s it ea ti h nt performance em h simpnleby an individual sures to at we face about the on-wid at the org strong.” Manag Summary, t of e basis. ways to avoid th anaizmea ________ Key Terms, and a True/False performanceais Chapter st common par atiosure turnover rates. W avo ea em So in . HowExhibit n caofn the zation? The mo e it also decreases actu do goa __ ath 8-3 for a e canproc ch f th ___.___ achieved id per to olsve within the organi the performanc meets this goal; isform sec-ance appraisal checkli ugh aowor rcome thro list of pro essally overcom e performance kem age , is the process of nagstudent as ma iliar perwe r fam st sim an st do on ion, th ply w Quick Check of knowledge. mo whi luat em Ho indrate ese ch a man blems an ch we are ivids perf performance eva alorm the one with whi d ways to ultiple problem problemsgoo . ance on a continuum such as excellen use the phrases average, fair,uand ond,an e appraisal Comm the process, and t, chapter, we will poor s with th avoid th o the performanc luation. In this on Pro mance eably. However, e same m rganizaem. appraisal, or eva ement. Perfor raisal interchang nag b app ma P et le and nce h e al, ma o ms Wit rforma d. See e in perfor ing the perfordon formance apprais elop t’s dev tha g and h n naging, only thin

WORK

Perfor mance Apprais al Prob lems to Avoid

ce App th raisal P e rocess

the ng, ma out how process is not tifying, measuri trying to figure the process of iden Basically we are used Let’s briefl management is y discu an organization. ance level. When an resources in rove that perform imp worker apprais of tely ent ma mance of the hum ulti rem al proce ss each of the co and measu and then to s lysi form ana per to s atic use yee ss listed well emplo ual) that we ent is a system ivid em ind nag the ma e to in Exhib mmon problem anc ssment correctly, perform tion of that asse Exhibit it 8-3 h s during luding communica 8-3 e ere. the perfo performance (inc evaluating employe of e. P cess tim r er pro ove e fo oing anc rmance rmance e over time,so er hand, is the ong improve perform Apprais yee performanc raisal, on the oth plo app em of nce of al st s ma mo iew for P roblem Per Comm als are rev will spend rais we gh app e hou s anc on Alt . an form Proble d Avoid pieces of e management ant m ific anc performance. Per s sign form er in per l oth g Them one piece of there are severa future appraisal is just ance appraisal, and will cover in B ussing perform in past chapters want ias Avoiding this chapter disc we already covered provides inputs into what we Stereot Proble yping nagement that ich the ma e ed wh ” anc uss m ng, disc form s nni per pla Halo Er We also ror ussed “strategic , in Chapter 2. t when we wen Distribu chapters. We disc nagement system Develop tional Er in a particular job performance ma Accu iningSand e requirements rors imilarit to evaluate in our Use Mul rate Performan we discussed “tra ing performanc 7, y Er r tify pte iden of Cha we d In y, ce Mea tip Chapter 4. AdditionallProximity Er ror major metho . in ” sures ent ign em Minimize le Criteria des nag ma and lysis ror in formance esce the Use per Re piec in er t oth par a through “job ana nc and Use the of Trait-B y Error iously play pensation, obv ch com s, O whi ased Ev ent tion U C nt,” em rela CH and Train Yo developme employee ance manag ontrast Erro aluations s, form yee B per plo ur la em een nc Ev r hard Te aluato tivating Attribu erence betw Use Mul sts will discuss mo tion Erro erstand the diff cess. tiple Rat rs r Now that we und ance appraisal pro ers Chapters 9–14. k at the perform loo let’s al, rais e app and performanc

Key areas from the SHRM Human Resource Curriculum: An Integrated Approach to HR Education: Guidebook and Templates for Undergraduate and Graduate Programs (SHRM, 2010) are annotated for easy reference where they appear in each chapter of the text, and an appendix covers the entire undergraduate SHRM curriculum guide.

Process nection ce Appraisal s. Note the con The Performan . al (PA) proces mance apprais e appraisal process for formanc strates the per ves and the per Exhibit 8-1 illu sion and objecti anization’s mis cess. between the org h step of the pro eac uss disc fly Here we brie

41

SHRM

Guide – F: Rater Er 3 rors in Pe Measure rforman ce ment

al 29

ng), and vating is e arts don e? e y lo p m w s and ho m, ome the

: loyLink 8.1 ng emp Video e v an a m h n hu ent hat they nVideo o managem ste resource r stop li lds” G their shie re AND MANAGIN DEVELOPING ea 6 PART III: eristic. W nse fe e ment Miscue asons (d ance Manage meeting, and rm o rmarf e rruption to the fo P in e v ted a small inte ame gati m. It soon bec I quickly sugges or ir rfo rm anc e p out of the roo pe fa ste to to to n rd er u wa ath ather’s failure asked He He n’t loo k for s do wa ce rocess m offi ers ble my nag Mo st ma ck her head in the overall pro it impacted aluation I clear that n as Heather stu ather was late, raisals. As soo nce apprais al, to lt the ev time. When He

2. Richly Illustrated With Applications

app performa to sit in on her e coaching— and asked me o needed som employees wh bases

on then had report to work er employees group as the oth her entire work ls.

Opening vignettes illustrate how a real-life HR manager—currently employed by Saxon Drilling Services in Arkansas—works within the various HRM functions in her daily activities. Other organizational examples of HRM concepts and Chapter 8: Pe rformance Ma functions throughout the book. nagement and Can results appear Appra pa

pany ne cal knew I had two ristine. Our com r Heather’s pho on, supervisor, Ch raisals, answe and Christine evaluati Heather and her h performance app on it ns w don’t Heather isio s dec e m th on here? Why t ng employment Christine a goi ny ma at’s th Wh ss e nce? Where did nt. ma n orta for k imp per a h are e er’s w so the results er to agree wit ee on Heath iew— rv ristine get Heath a p p a r e n t agr Ch e te m a can c in w e b l Ho t i this problem be wrong? room, go e can h t w t a praisa d Ho e a r ? ing e t h do n now n Wh e n I e al sesmance review ed she had bee ss the OUCH iew of w formance apprais ed her perfor He ath er bel iev test? Let’s tak based evaluatio be a rev next formal per ristine record s is tha t alth oug h e a look at the OU based on having ns. Is a result ach ided during the not agree. Ch surprise CH test concernin g ent over- avo se questions are , Christine did ieved in a partic em the job in to can rov at rs this imp g gre id eas we g din ily o g resultsbe quantified? ular job a concre av . By rea n? The ans tem sio nce as needin sys ma rge ent for Ob em cha per vio te, factual measu usly, it is a very e manag a vague . tha anc ms Heather’s ond t ble par form bey pro ticu per d se son re that objective measu lar job. If we apply avoid the r any rea m a goo ld can offe tea a u you not t re o of sn’ did how the wh wa rn same results-base at has happened lea all, but measure is unifor att itu de and chapter, you will ees; it sh in d measure to eac in m in application er had a po or ath He t h . employ sim Th tha h e ent ilar measure of result it across different job, then our s would almost groups of emplo results w rs, d yer. pla n cer a yee me tain s, nt ly so rs of the OUCH tes be consistwe would meet o age M the consistency in t. And of course As man a job, we are cer Model for HR , if we are measu effect requiretainly providing ring the results o-way). e room for Practitioner’s a measure that of what happen MANAGING The can D v see AN a G tha h has t PIN a s in y res job relatedness. ults-based perfor e DEVELO y re the So, with a quick iz mance appraisal  Productivit test better than 44e thPART III: scan we meets the requir either of the oth ill minim ver, w we Satisfaction Ho er  em y. ss two ent e pan op c s of the OUCH com tions. o s taken by the Should we me t  Absenteeismble to these action asure results? lawsuit agains s agreea ing. ual harassment Results-based eva very acceptable als, but wa Turnover rs r Lola filed a sex e lua given the late designated go g to tio s a bo ch tion ns, nth th lua rea n like mo the to a eva ee ty beh employee and the thr avior, are also typ d based appraisal her inabili ld not get a fair manager. Emplo tectting ed for m ically she coues? Protha s because they fee er r reply admitted ance was hindered due to items beyon sati, ng ting staand yees readily acc ourc firm is the ne rmance ovHe tion thepen l that such measu lyzing their per t IV: Com your Human Resshe was working in. tha ept resultsrform allegedSec res are one of the formance. After and MAINTAIN nt 8wit-3h Sue, LolaHow rfo ted that her pe e sta N p you REWARD harassing environme do n m ir fair IO all, sio e e est methods of T res cus be performed. ults are the most th dis A e rk e th mu lat ing this wo g IC for r id rin ana he v L for Du in Eit e d ol. con P her ro vid rre ntr crete form of eva the result was ach cu AP ca se pro d to p appraisal much haviorofhad oc luation that can e re co ieved, or it wasn’ nc e do es thi s heher ns and been easier than the to performanc . We nee ess that Frank had used highly t. We can also def 1. Wh at evi de iv cite point w sextual conversatios th ctshe other two optio atic approach e fe d tem eas end ef th sys y a e for thi g to the s tin type of ns in court,to a ironment.ASp en org anization to gothat ask students ssesecifically, erformance mes for the President implemApplications if nec and Work incorporate open-ended questions explain how essary. It ten mprove m to performenv into a courtroo p luding nickna absolutely low iveinc ds to be very ate, m and show tha aluag e er than the result these the enppropriateanlanevgu valid t an individual’s appraisal? . Did thwa tion wasown s achieved d in on one of luatheir etweina had such an experience. lke b e to get u e evato Managing:concepts res g and anc by yo act ult she the HRM apply work Student experience can be e ing rm oth s were in ion en al rfo elop iv er h bec pe is Wh it Dev peo c III: omes necessary ple in the same prasigns. t Lola’s Section left, and typithaes? apDe coa Reseourc anliev both pos r Hum be . or similar jobs, nt to E you you of Aerospace nt, she abruptly How do you MA2. But would a per a bias or stereo NAGDo reseed comme ongoing erspask if l that Frank had formance evalua anag wa ance r. result you fee present, past, summer, full-time, or part-time employment. mand we s Do rm ans ion e? r fo sat abl tio you ver er s reli n . lain p me s-b con u and e asured on result ased evaluation with HR ativ luation? Exp n? negreb uttal report would most lik s be valid and rel e’re foc ediately fileanddher w lly” liste filling out the eva , en e ass ea wh um d ely “r r’s m iab ing iso min be u ti le? imm hig tha erv cal The hly valid and wo t we were able er id yo this sup ey are s? to take into acc uld usually be rel areas? D a problem with rove ov surprise lts. If th ount factors ou iable, case indicates to what that nonetheless affect the ere ansyBomban shell tside of individu tial resu performance of from this case 3. What in the Blanchard test iven the ResponWseherane dthLoyla’ g ems d als nect examples the bl ’ con con e poten re ir ro job a ase tro p . is So, l Ple d wh ? t, e’s like with traits ether everyone an Su luation ffing a promp be eva lem an and behaviors, acting and Sta nce (evaluation) and understands wh Explain cou, ld ity. Sue conducted Section II: Attr ionnts tainabil suscus ses the uatide y they are assess D for what it takes to is a prob y. So performa sealinc NEE r dis youcha pte peMr-Functions do e ev outththe la’s s comthe LoWh g ab get rce t ed din ou at tha a ow HR hig rea a res ed at h spe it n her on min cif ma n Up rating (develop ic level isor, and hu . tion and deter ment). opportu vediga iew as l inv ance la, her superv proest im that a perform performance rev thorough interna 4. How did Lo d. r? Do you feel and upheld the lly estab-8-2 with one anothe nversations r was marginal ma co ate debriefe e o for nce nic re riat ma rf mu mo rop for e en pp that ina uld have be of the p tte rview sho o determined and and Issues praisal inte th parts ws. Thwri ning and Legal e firsn.t She als , and Frank received a written reprim ining tury HRMap TH E CONCE PT y ority?why not? Strategic Plan tainabil ? Wh tedsus duc-term rove bo ie ss tra con ’s long netion I: 21st Cen and rv en place are nization ed tak aw Sec te orga lish r nt had you in me to ment affect her AL te harass CR ITIC ual ra arently es a sex d issu p M of sexual harass en HR att ane se at tion to Wh s perm usa ?Assessment Options wo tion lua was required eva nce supervisor wa w can Lola’s acc ma

WORK

APPLYING

a’s other ed to the job. Lol moved to the when he return rkstation was Lola rk, and her wo s office door. nk’ changed to Ma Fra m fro ay rketing area, aw side of the Ma

5. Ho her perfor performance and personal work

Appendix A

and l Chart Sales Organizationa e Designs, Inc. 2001 d te ia ev br Ab spac artment Aero Marketing Dep

Applying the Concept features ask students to determine the Frank most appropriate concept to be used inPreFasasidting specific short example. ent Vice

ier

Paul Shane nager Applications Ma

nn Ray Tiederma t Sales Suppor r ato rdin Coo

Al Suttme Gurellol 13 Markra Sales Manager er p esisMaanag d AiorpSal nSen a t n e gem e Mana las sity ormanc g Island Univer Mr. Theodore Val 8: Perf n Campus, Lon rman, PhD, and Business Brookly by Herbert She

vh impro t throug ational iz n a rove org

Which of the fol lowing assessme nt options for described in eac measuring per h of the given situ formance is bei ations? ng a. traits b. behavior c. results ____1. This is the second tim e you got upset stop. and yelled at cus tomers. This has to ____2. You hav e produced 15 products again 20, so I’m giving this week. You you a formal wa know the stand rning that if you weeks, you will ard is don’t get up to be fired. standard in tw o ____3. When you promote one of the women from attractive so cus waitress to hoste tomers have a goo ss, be sure she is d impression of back. our restaurant and want to com e ____4. I’m really surprised. Since you started worki increased your ng from home, data entry numb you have actual ers by 5 percent. nn ly Ray Tiederma ___ t _5. On item number 5, willingness to Sales Suppor age take responsibil Coordinator rating. ity, I’m giving you an aver-

of Case created ences, School Management Sci Department of

s? umbling Ruin undation or Cr of R: Building a Fo DH ted to either one at ega n del s tio wa ua se ject foreman rmance Eval The role of pro , in the worst-ca ail. and e-m yee Case 2. Perfo tplo Davis, opera rs or a hired em e job

rd ged by Richa mand tion was mana were built on-de DHR Construc rtner. Homes pa ior sen charge of the in s wa ing manager and vis Da hard cifications. Ric g with supplito customer spe including workin ement of the firm s and construcbid ing financial manag tain (ob ctors r, met and subcontra general partne ers, creditors, Hodgetts, the and vis and Richard gh phone calls ou tion loans). Da thr ed cat uni sis and comm on a weekly ba

g), and otivatin g and m ating is v ti o dm an ce, an s done rt a both p But, are loyee? p a s a n e m how briefed nd a ss e c ro praisal p rcome them, ove d how to on. : motivati ployLink 8.1 Video ering em ave w o rp e an v m n hu s is o t they h ent Video o tion tha managem eninforma resource stop list r o ,” ff o s” to “turn ise their shield “ra We are . ic s will just st ri characte s (defense human son gical rea e informalo o h c sy tiv a g e n r of unfair o amount e process luation th r e d a consi lt the ev as a resu ce, and , aluation

cto o had a full-tim their subcontra Hodgetts (wh by a reluctant e time). scenario, filled fre l ima min s, iness and had ss in paying bill outside of the bus esty, promptne lder in reputation for hon a small home bui DHR earned a for es diti mo if ism—rare com ing of suppliers— and professional also very demand ver, DHR was the area. Howe

 Cases at the end of each chapter illustrate how specific organizations use the HRM functions.

Videos on the Student Study Site are accompanied by questions for discussion in the book.

isal

3. Focuses on Skill Development 218

NG PART II: STAFFI 6-1

42

nt SELF-assessme

INESS

AD ld make a INTERVIEW RE answer that wou you can give an fident you are that question. Indicate how con each for. re ly befo app to ld like to 7 on the line fident answer nal job you wou number from 1 I don’t have a con Select a professio wer by placing a ion on an intervie positive impress _1 ___ er ___ 2__ answ nt ___ __3______ I have a confide ____4_______ ______5_____ 7_________6 ___ g? you are applyin ch whi for job the y did you choose to 10 years? _____ 1. Wh s over the next five -range career goal to two years? at are your long for the next one _____ 2. Wh s and objectives goal nge t-ra at are your shor _____ 3. Wh s? your career goal eve achi to do you plan _____ 4. How ses? did so. gths and weaknes n in which you at are your stren Describe a situatio _____ 5. Wh r greatest effort? to put forth you faction? Why? at motivates you you the most satis n _____ 6. Wh give have mplishments at two or three acco _____ 7. Wh job? y do you want the work? _____ 8. Wh do you want to nizational culture t kind of an orga tion? _____ 9. In wha with our organiza tion posi a for to apply y did you decide _____ 10. Wh tion? niza orga our about ? at do you know our organization _____ 11. Wh a contribution to k you can make t ways do you thin to you in your job? _____ 12. In wha most important be ld wou gs cation? at two or three thin constraints on relo r, supervisor, _____ 13. Wh Do you have any orker, custome cate for the job? ther student, cow you willing to relo cult person (ano diffi a with k _____ 14. Are ch you had to wor whi in n 232 atio below. cribe a situ on the continuum _____ 15. Des n? l on the line and handle the situatio and place the tota etc.). How did you 15 to each question ned 25 assig you 35 45 up the numbers 55 _____ Total. Add 65 job interview 75 Not ready for the 85 95 105 e may eer Services offic Car r You er. fident answ w to give a good con t forGthe job intervie dyIN Rea AG ld be prepared for.emen ag AN shou ing an M you look so m are D ns, you ce job G AN interview questio w skills to get the Performan ELOPIN These are common with your intervie bjectives I: DEV rviews to help you method by O PART II offer mock inte ement Ranking Manag d ho et m Results (MBO) rms Key Te Bias ing n hod Stereotyp Motivatio ents met form ical incid aluation or rit ev d C 0° ho 36 tive met Traits ance rra rm Na rfo nic Pe praisal Electro rally ) ance ap Behavio g (EPM g Scale Perform Monitorin ed Ratin form Anchor g scale tin rm ra fo ic Graph (BARS) fa ct re te , or os t co nc rs is th e m Behavio pr ai sa l ) ap e ed ls st lts -b as e-Fa al. T F be the be 8. Re su apprais ons (Tru tend to form of rally methods Questi based, s is natu d MBO w. T F proces Review intervie idents an uation employ ive inc al at al ch ev alu ea itic ev cr evalance tifies 9. The rson to ds for an ny iden perform best pe al metho compa annual ays the apprais use the 1. The isor is alw nal beca e rv tio th pe at iva su th mot iate s. T F means e immed knesse ct how rspecific ee. T F 10. Th can affe to unde ee’s wea e word y employ aisals, th al biases everyone uate an by a ce appr ion for d person rforman achieved informat licts an TF en nf s. gh er be co ou s 2. In pe pe en ha their , or it rsonality ovides rmance ees rate 11. Pe b. T F in nature form pr l of perfo tified jo al employ idential aluhat leve individu sure well-iden t be conf nest ev stand w within a to make e an ho ions mus person ur job is ill provid evaluat of lar w e yo s cu at ed of te in rti ct rt rd pa ina rtant pa . Subo t is ex pe subord po e ha 12 th im w at th , an ac tly cult r. T F manager is unlikely kn ow ex e so diffi perviso 3. As a oy ee s e they ar their su ur em pl becaus ation of F out. T F th at yo aluations to carry dards. T 360° ev he stan ry simple e ve us is ly s them—t al ce ais e rare reason ce appr rfo rm an F 13. W assume rforman nate. T e of pe porfor an aluators basic pe pu rp os to coordi beliefs) ee the op 4. The error, ev ic at io n oy or lo , pl un ha es m em r lu of m , va ilty e co bit thei ow the attitudes ey are gu ve to all m ee t th that inhi uch as 5. To 14. If th factors agers ha tions (s als, man ncerning e indior motiva apprais r. T F them co ility of on behavio l speak to ed ua an to rv it the ab ty vid se ni di ob tu in will lim ncerning d. T F ance of inion co succee aluators perform cisions ased op tiple ev ability to de on bi ul n a le m io e g ab id . Usin reason informat to prov 15 e er od ak ais m go pr ot out ce. T F vidual ap ers cann 6. With rforman , manag as ee’s pe workers employ on, such rce. T F to focus eir workfo be likely ion, have about th rs ld ve ou w tro le , and ex .TF ost peop rmance nctuality s that m job perfo ness, pu 7. Trait aring on attractive ry little be ance physical have ve to perform n ow le for a been sh possib not? that it is k hy in w th or ly hy n nal? W you real ls evaluatio 3. Do motivatio on Skil it-based ass al to be unicati here a tra apprais ed for cl uation w . n be us Comm answer k of a sit p com tions ca ur in lo es th yo ve u qu yo plain gr ou p to de nking ary? Ex r all 4. Can ua te a ments itical-thi necess e to ev al ations fo n assign wing cr would be u w an t se as th e explan r writte The follo u ch oo d/or fo , an d yo complet yo an ge ve ld gi ar on si ch w ou rector of re to discus ar e in . W ho . Be su of the di 5. Yo u uation w or ke rs ion skills to al y at ev bl ic do m u un an t m ld yo of as se hat abou hat wou s. why . r(s)? W tion, w answer ping Explain answer evaluato al evalua stereoty ain your ployees? an annu n? Expl ce that your em ? er than operatio ance of the chan rm ize rfo 1. Oth company im did. e” the pe s in your you min u ag es ld yo re an oc at ou su pr “m w e ion ms th r to mak 6. How evaluat e the ite in orde fect the you chos would be anager could af at they as the m dards th you do the stan t would ew ha kn W s . ee 2. answer employ ain your that your st? Expl ed again evaluat

Self-Assessments help students to gain personal knowledge of how they will complete the HRM functions in the real world. All information for completing and scoring is contained within the text.

NG PART II: STAFFI

ER SKILL BUILD

Course

stions. lop interview que r ability to deve To develop you

Skills

are: ugh this exercise s developed thro design skills The primary skill conceptual and l, business, and ent skill – Technica Selection 1. HR Managem : Recruitment and ok – G: Staffing debo Gui lum Curricu 2. SHRM 2010 essor to teach this need to hire a prof tion. r college and you rview for the posi the dean of you Assume you are es during a job inte ld ask the candidat wou you s stion que

Preparation

list ester. Develop a course next sem

of at least 10

_ in the future? ____________________ this knowledge ____________________ ce? How will I use _ ____________________ from this experien ____________________ ____________________ What did I learn ____________________ _____ ____________________ _____ _____ _____ _____ ____ __________ _______________ ____________________ instructor will ____________________ stions. If so, the ____________________ que ____ w rvie _____ inte _____ your ____________________ group by sharing der in class in a do this Skill Buil al instructions. may ask you to tion or addition Your instructor necessary informa any with you provide

Apply It

ER SKILL BUILD Interviewing

6-2

Objective

stions. lop interview que r ability to deve To develop you rviewed. w and to be inte r ability to intervie To develop you

Skills

are: ugh this exercise design skills s developed thro conceptual and The primary skill s, business, and l, human relation n ent skill – Technica ment and Selectio 1. HR Managem ruit Rec : fing debook – G: Staf Curriculum Gui 2. SHRM 2010

a large use you are not HR position. Beca stions for an entry-level of at least 10 que s. Develop a list a new college grad ety of HR function you need to hire vari and e ctor wid a in Dire the HR hire will help out new Assume you are the and . a small staff the position company, you have idates during a job interview for cand you would ask the

Preparation

future? knowledge in the

Apply It

___________ ____________________

will I use this ____________________ ce? How ___________ __________ Communication Skills sections at_____the end of from this experien ____________________ ____________________ What did I learn ____________________ ____________________ ___________________ ____________________ _____ _____ _____ _____ _____ _____ interviews _____ _____ each chapter include questions for class discussion, ally conducting _______________ actu _____ and e ____ thre _____ _____ of two to ____________________ king into groups al instructions. der in class by brea tion or addition Buil rma l info Skil y this ssar do nece presentations, written to help students may ask you toand/or you with anyassignments or will provide Your instructor s. If so, the instruct using your question develop critical thinking communication skills.

LOPING AN PART III: DEVE

Model 8-2

Behavior Models that show step-by-step actions to follow when implementing an HRM function, such as conducting a job interview, conducting a performance appraisal, or coaching and disciplining, are presented throughout the text.

Teach This a Professor to Questions for

Objective

Skill Builders help students to develop skills that can be used immediately in their life and on the job.

34

6-1

D MANAGING

The Evaluative

rview Appraisal Inte Performance

Interview the Appraisal Preparation for 2. Have the form a employee per 1. Make an t self-assessmen Appointment rview Appraisal Inte Conducting the rview 1. Open the inte

3. Assess the employees performance

2. Go over the assessment form

ngths 4. Identify stre and areas for improvement

ngths and 3. Agree on stre rovement areas for imp

employee’s 5. Predict the plan how to reactions and handle them

4. Conclude the

interview

r Interview in Model 8-2. Ou an Evaluative steps outlined Preparing for blems disiew, follow the on any of the pro y know evaluative interv ed an bas for t ing no par ally the When pre ally and leg our employees, uld be fair (ethic versations with relationship evaluation sho r coaching con the form. So our 1 have had regula stly done except ique their mo crit is n cussed). If we 2 also atio uld par 3 Employees sho d, and our pre where they stan ct the outcome. 4 affe ly ect dir l m. yee wil the the for with an emplo employees use sessment using through a self-as eting. Step 2 has , assess own performance ply set up the me Step 3 we, too del 8-2 is to sim p mance, and in Ste for in , per ir tion So Step 1 of Mo the evalua ent of h the balanced ct a self-assessm m. In keeping wit is for the develform to condu t serve as the bas nce using the for tha ma ent for and em per nt s’ rov for imp assessme employee actions to our ngths and areas

Accompanied by High-Quality Ancillaries! Comprehensive online resources at www.sagepub.com/lussier support and enhance instructors and students’ experiences.

For the Instructor: Password-protected resources include:

• A test bank • PowerPoint slides • Answers to in-text exercises and case questions • Course syllabi • Video links • Web resources • Skill Builder assessment tools in downloadable format • SHRM Resource Guides to cases and videos, which are available to instructors who are members of the organization • Tables, figures, and artwork from the book in PDF form For Students: Open-access study materials include:

• • • • •

Web quizzes E-flash cards Full-text articles from SAGE’s celebrated journal collection with critical thinking questions Video links Web resources