Employee Retention Engagement and Careers Copyright 2013 Pearson

Employee Retention, Engagement, and Careers Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -1

Chapter 10 Case study • • • • Carter Cleaning Company – The Career Planning Program 10 -19: What would be the advantages to Carter Cleaning of setting up such a career planning program? Provide some examples of the advantages of setting up a career planning program for employees include increasing job satisfaction, helping employees navigate through the company, and helping employees think about and plan their careers. 10 -20: Who should participate in the program, and why? All employees? Selected employees? You should justify why you think certain employees should or should not participate in the program. 10 -21: Outline and describe the career development program you would propose for the cleaners, pressers, counter people, and managers at the Carter Cleaning Centers. Based on the career planning activities discussed in the chapter, try and design a tailored career planning and development program for the employees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -2

Learning Objectives 1. Describe a comprehensive approach to retaining employees. 2. Explain why employee engagement is important, and how to foster such engagement. 3. Discuss what employers and supervisors can do to support employees’ career development needs. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -3

Learning Objectives 4. List and discuss the four steps in effectively coaching an employee. 5. List the main decisions employers should address in reaching promotion decisions. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -4

What is a comprehensive approach to retaining employees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -5

A Comprehensive Approach to Retaining Employees 1. 2. 3. 4. Selection Professional growth Provide career direction Meaningful work and ownership of goals Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -6

Retention • Remember, “retention starts up front, in the selection and hiring of the right employees. ” The process begins with a thorough understanding of the jobs to be filled. It includes a solid job analysis and an effective and efficient hiring process. • Professional growth is a well-thought-out training and career development program that can provide a strong incentive for staying with the company. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -7

Career Direction • Providing career direction means discussing employee’s career preferences and prospects at your firm, and helping them lay out potential career plans. • Furthermore, “don’t wait until performance reviews to remind top employees how valuable they are to your company. ” Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -8

Retaining employees • An important part of retaining employees is making it clear what your expectations are regarding their performance and responsibilities. • This helps employees “own” their behaviors and results. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -9

A Comprehensive Approach to Retaining Employees 5. 6. 7. 8. Recognition and rewards Culture and environment Promote work–life balance Acknowledge achievements Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -10

Key retention Elements Other key retention elements are recognizing and rewarding performance, learning the culture and environment, promoting work-life balance, and acknowledging achievements. We’ve seen that in addition to pay and benefits, employees need and appreciate recognition for a job well done. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -11

Culture and Environment With respect to culture and environment, companies that are very tense and “political” may prompt employees to leave. Companies that help employees feel comfortable increase the likelihood that top performers will stay. Balancing work and life remains an important part of retaining valued employees. In one survey, workers identified “flexible work arrangements” and “telecommuting” as the two top benefits that would encourage them to choose one job over another. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -12

Talent management approach Firms that take a talent management approach to retaining employees focus their efforts on the company’s missioncritical employees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -13

Job Withdrawal • Job withdrawal is any action which places physical or psychological distance between the employee and the organization. It’s a means of escape for someone who is dissatisfied or fearful. • Managing the almost limitless reasons an employee can become dissatisfied requires a complete and effective human resource system. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -14

Selection • Selection is the beginning of an effective career development process. Ensuring each employee has an opportunity for growth and an understanding of possible professional directions provides a sense of security and empowerment. • Working with employees in establishing goals for meaningful work helps ensure ownership. A reward and recognition system that supports goals will be meaningful both to the employer and the employee. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -15

Culture Establishing a culture and reinforcing the firm’s environment will maintain a well-functioning system so all will know “how we get things done around here”. Balancing work with other aspects of life remains an important element to retaining employees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -16

Involuntary Turnover Involuntary turnover is inevitable but can be managed to reduce negative impact on the organization. Firms that take a talent management approach to retaining employees focus their efforts on the company’s missioncritical employees. Finally, job withdrawal is usually a result of employees becoming fearful or dissatisfied. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -17

Why Employee Engagement is Important and Fostering such Engagement Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -18

Engagement refers to being psychologically involved in, connected to, and committed to getting one’s job done. Poor attendance, voluntary turnover, and psychological withdrawal often reflect diminished employee engagement. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -19

Employee Engagement • Employee engagement is an important topic. Many employee behaviors, including turnover, reflect the degree to which employees are “engaged. ” • One survey concluded that companies with highly engaged employees have 26% higher revenue per employee. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -20

Actions • Actions that help ensure engagement include making sure employees understand how their departments contribute to the company’s success. • In addition, employees should see how their own efforts contribute to achieving the company’s goals. • Finally, employees should get a sense of accomplishment from working at the firm. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -21

What is a CAREER? • We may define a career as the “occupational positions a person has had over many years. ” • Recessions, mergers, outsourcing, consolidations, and seemingly continuous downsizing have changed the ground rules. • More often employees find themselves having to reinvent themselves to remain productive in the workforce. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -22

The Psychological Contract

Psychological Contract • What the employer and employee expect of each other is part of what psychologists call a psychological contract. • The psychological contract identifies each party's mutual expectations. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -24

CAREER • As in other parts of life, an individual must accept responsibility for his/her own career. He or she should assess his/her own interests, skill, and values. • Finally, the employee must take the steps required to ensure a happy and fulfilling career. • One of these steps is finding a mentor who can be a sounding board. Mentoring programs can be informal or formal. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -25

The Employer’s Role in Career Management • Career Management Systems o Career centers and workshops o Lifelong learning o Career coaches o Online programs o Career-oriented appraisals • Gender Issues • The Manager’s Role Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -26

Support for Carer Development Employers can support career development efforts in many ways. The means for helping to further an employee’s career depend on the length of time the employee has been with the firm. • Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -27

Career Development • Career development systems needn’t be complicated. Receiving performance feedback and individual development plans can make an enormous difference in employee performance. • In addition, having access to nontechnical skills training will contribute to satisfaction and engagement. However, a large portion of companies do not provide such services Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -28

Barriers Women report greater barriers (such as being excluded from informal networks) than do men. They also have more difficulty getting developmental assignments and geographic mobility opportunities. Many call this combination of subtle and not-so-subtle barriers to women’s progress the glass ceiling. Organizations need to be aware of it and try to eliminate it. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -29

Support • The manager can do several things to support his or her subordinates’ career development needs including scheduling a regular performance appraisal. Managers must also make expectations clear. • Finally, managers must focus on the extent to which the employee’s current skills and performance match career aspirations. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -30

Career Management • Career management systems do not need to be complicated. • Using employee-accessible career centers, providing workshops and offering lifelong learning opportunities are among the ways employees can be helped. • Using career coaches, online programs and career-focused appraisals will help. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -31

GENDER • While much progress has been achieved with respect to gender-role issues, much more needs to be done. • Finally, the manager should provide timely performance appraisals and help the employee focus on the longterm career aspects of his or her job. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -32

Coaching • Coaching and the closely related mentoring are key managerial skills. Coaching means educating, instructing, and training subordinates. • Mentoring means advising, counseling, and guiding. • Coaching focuses on teaching shorter-term job -related skills. • Mentoring focuses on helping employees navigate longer-term career hazards. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -33

Coaching • Coaching and mentoring require both analytical and interpersonal skills. They require analysis because you must know what the problem is. • They require interpersonal skills because it’s futile to know the problem if you can’t get the person to listen or change Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -34

4 STEP PROCESS • We can best think of coaching in terms of a fourstep process: preparation, planning, active coaching, and follow-up. • Preparation means understanding the problem, the employee, and the employee’s skills. • Planning the solution is next. In practice, you’ll lay out a change plan in the form of steps to take, measures of success, and completion dates. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -35

Agreement • With agreement on a plan, you can start the actual coaching. In this situation, you are, in essence, the teacher. • Finally, bad habits sometimes reemerge. It’s therefore necessary to follow-up and re-observe the person’s progress periodically. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -36

Improving Coaching Skills • Building your mentoring skills o Mentoring caveats o The effective mentor o The protégé’s responsibilities Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -37

Coaching and Mentoring 1. 2. 3. 4. 5. 6. 7. 8. Set High Standards Invest The Time Actively Steer Protégés Requires Trust Professional Competence Consistency Ability to Communicate Share Control

Mentoring • Mentoring traditionally means having experienced senior people advising, counseling, and guiding employees’ longer-term career development. • Mentoring focuses on relatively hard-to-reverse longerterm issues. It often touches on the person’s psychology (motives, needs, aptitudes, and how one gets along with others, for instance). • Because the supervisor is usually not a psychologist or trained career advisor, he or she must be extra cautious in the mentoring advice he or she gives. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -39

Effective Mentoring • Effective mentors set high standards and are willing to invest the time and effort the mentoring relationship requires. Mentors actively steer protégés into important projects, teams, and jobs. • Effective mentoring requires trust. • Trust is built, in part, by a willingness to be vulnerable and open. The level of trust reflects the mentor’s professional competence, consistency, ability to communicate, and readiness to share control. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -40

Protégé • As a protégé, remember effective mentoring is a two-way street. You must choose an appropriate potential mentor. But, don’t be surprised if you’re turned down. Make it easier for a potential mentor to agree to your request. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -41

TIME • . Do so by making it clear ahead of time what you expect in terms of time and advice. This also is good to practice with your professors. Finally, respect the mentor’s time. Be on time (or early) for meetings and don’t run over the time to which you both agreed. If necessary, reschedule the meeting Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -42

Making Promotion Decisions 1. Is seniority or competence the rule? 2. How should we measure competence? 3. Is the process formal or informal? 4. Vertical, horizontal, or other? Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -43

Impact Four important rules impact the effectiveness of promotion decisions. Decision 1: Is Seniority or Competence the Rule? Today’s focus on competitiveness favors competence. However, union agreements and civil service regulations often emphasize seniority. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -44

Decisions Decision 2: How Should We Measure Competence? Start by defining the job, setting standards, and using one or more appraisal tools to record the employee’s performance. Then, use a valid procedure for predicting a candidate’s potential for future performance. Decision 3: Is the Process Formal or Informal? Each firm will determine whether the promotional process will be formal or informal. Decision 4: Vertical, Horizontal, or Other? Promotions can be vertical (within the same functional area) or horizontal (in different functional areas). Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -45

Glass ceiling Women and people of color still experience relatively less career progress in organizations, often called the glass ceiling. Bias and more subtle barriers (e. g. , organizational culture and history) are often the cause. Employer promotions must comply with all anti-discrimination and Equal Employment Opportunity laws. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -46

Rules • The rules for promotion decisions include issues of seniority or competence, how to measure, and whether the process is formal or informal. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -47

Practical issues • In addition, consideration is given to whether the promotion is vertical or horizontal and who is eligible. Practical issues include bias such as the glass ceiling, legal compliance, and managing transfers and formal pre-retirement counseling. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -48

Ethics In this lecture we will explore issues, policies, and problems related to ethics, fair treatment, discipline, and the termination of employees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -49

Ethics With the recent events in large companies , ethics has become a major issue in today’s world. Is there more unethical behavior, have standards changed, or is it simply that today’s media and communications shed more light on perpetual problems? Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -50

Ethics and Employee Rights and Discipline Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 6 -51

Learning Objectives 1. 2. 3. 4. 5. Explain what is meant by ethical behavior at work. Discuss important factors that shape ethical behavior at work. Describe at least four specific ways in which HR management can influence ethical behavior at work. Employ fair disciplinary practices. List at least four important factors in managing dismissals effectively. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -52

Explain what is meant by ethical behavior at work. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -53

Ethics and Morality • Ethics and morality are basically the same but differ in their application. An ethic is a set of guiding principles (virtues) while morality is the degree of conformity to such a set of principles. • Interestingly, the term "morality" relates to mores or customs. So, one can rightfully ask the probing question, "Whose customs or principles do we adopt? " Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -54

Ethics and Fair Treatment at Work • • What is ethics? Ethics and the law Ethics, justice, and fair treatment Ethics, public policy, and employee rights o Unalienable rights o Public policy o Employment rights Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -55

Ethics • Ethics refers to “the principles of conduct governing an individual or a group. ” Ethical decisions also involve morals, which are society’s accepted standards of behavior. • The law is not the best guide about what is ethical because something may be legal but not right, and something may be right but not legal. Ethics means making decisions that represent what you stand for not just what is legal. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -56

Workplace justice • With respect to the workplace, experts generally define organizational justice in terms of distributive justice and procedural justice. • Distributive justice refers to the fairness and justice of the decision’s result. • Procedural justice refers to the fairness of the process itself. While law can provide guidelines for future behaviors and actions of an organization, ethical procedures depend on the standards we aspire to in our culture and society. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -57

Regulation • Societies don’t rely on employers’ ethics or sense of fairness or morality to ensure that they do what’s right. Societies also institute various laws and procedures for enforcing these laws. These laws lay out what employers can and cannot do. • Laws also carve out explicit rights for employees but not all rights derive from laws. For example, the first 10 amendments to the U. S. Constitution is called the Bill of Rights. Most laws therefore also reflect public policy. In other words, governments enact laws so as to further their public policy aims. Public policy “consists of political decisions for implementing programs to achieve societal goals Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -58

ETHICS While the law can provide some guidelines about ethical behavior, it is up to us to determine societal standards and abide by them. Justice, with respect to ethical behavior, depends on the extent to which the process and the results are deemed fair. • Finally, public policy exists to help societies protect the rights of individuals. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -59

What Shapes Ethical Behavior at Work? • • No one smoking gun The person (bad apples) Situations (bad cases) Outside forces (bad barrels) o Pressures o Ethics policies and codes o Organizational culture Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -60

Acting ethically at work • Whether a person acts ethically at work is usually not a consequence of any one thing. • Because people bring to their jobs their own ideas of what is morally right and wrong, the individual must shoulder much of the credit (or blame) for the ethical choices he or she makes. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -61

Factors • Three factors combine to determine the ethical choices a person makes. No single “smoking gun” determines ethical behavior. • The first factor may be called “bad apples” or individuals who make unethical choices. • We may call the second factor “bad cases” or ethical situations ripe for unethical choices. • The third may be called “bad barrels” or environments which foster unethical choices culture, the “characteristic values, traditions, and behaviors a company’s employees share. ” Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -62

Unethical choices at work? • Individual characteristics: Who are the bad apples? Some people are just more inclined to make unethical choices. Which ethical situations make for bad (ethically dangerous) cases or situations? • Some ethical dilemmas are more likely to prompt unethical choices. Finally, what are the “bad barrels”? What outside factors mold ethical choices? • Some people are just more principled than others. • One study suggests older workers generally have stricter interpretations of ethical standards and make more ethical decisions than younger ones. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -63

Outside Pressures • We also know that outside pressures weaken one’s ethical compass. Common pressures include “meeting schedule pressures, ” “meeting overly aggressive financial or business objectives, ” and “helping the company survive. ” • It’s also hard to resist even subtle pressure, let alone coercion, from your boss. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -64

Ethics policies • An ethics policy and code is a good way to signal that the firm is serious about ethics. However, codifying the rules without enforcing them is futile. As one study noted, “…strong statements by managers may reduce the risk of legal and ethical violations by their work forces, but enforcement of standards has the greatest impact. ” • Finally, employees take their signals about what’s acceptable not just from what managers say, but from what they do. Those signals then mold the company’s organizational culture, the “characteristic values, traditions, and behaviors a company’s employees share. ” Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -65

Using HR Management Methods to Promote Ethics and Fair Treatment • • • Selection Ethics training Performance appraisal Reward and disciplinary systems Managing ethics compliance Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -66

Screening out undesirables actually can start before the applicant applies. This is more likely if the HR department creates recruiting materials containing explicit references to the company’s emphasis on integrity and ethics. Interviewing using questions about ethical behavior and managing other aspects of the selection process sends signals about the company’s ethical values and culture. . Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -67

Ethics Training Ethics training typically plays a big role in helping employers nurture a culture of ethics and fair play. Such training usually includes showing employees how to recognize ethical dilemmas. It also includes how to use ethical frameworks to resolve problems, and how to use HR functions in ethical ways. The firm’s performance appraisal processes provide another opportunity to emphasize a commitment to ethics and fairness. The appraisal can actually measure employees’ adherence to high ethical standards. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -68

Rewarding ethical behaviour Managers and organizations need to reward ethical behavior and penalize unethical behavior. However, care must be taken in rewarding ethical behavior so as not to undermine the intrinsic value of behaving in an ethical manner. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -69

Ethics • Passage of the Sarbanes-Oxley Act of 2002 made ethics compliance mandatory. The act requires that CEOs and CFOs of publicly traded companies personally attest to the accuracy of their companies’ financial statements. • Record-keeping in the post-Enron era has become intense so smaller companies face challenges in adhering to the Sarbanes-Oxley Act. • As a result, some companies have been taken private to avoid the duties required of the company officers. Nonetheless, privately held or smaller companies should be willing to attest to the validity of the published statements and internal practices Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -70

HR Practices • Specific HR practices can help establish and maintain a framework for ethical behavior within an organization. • Emphasizing ethical practices during the selection process, training programs that reinforce ethical practices and establishing a rewards system that includes consideration of ethical choices as part of the employee’s actions will support the ethical culture of the firm. • Various laws impact organizational ethics including the Sarbanes-Oxley Act requiring CEOs and CFOs remain personally responsible for adherence to proper standards. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -71

Managing Employee Discipline And Privacy • Basics of a fair and just disciplinary process o Rules and regulations o Progressive penalties o Formal disciplinary appeals processes Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -72

Discipline • The employer wants its discipline process to be both effective (in terms of discouraging unwanted behavior) and fair. • Employers base such a process on three pillars: clear rules and regulations, a system of progressive penalties, and an appeals process. • First, rules and regulations address issues such as theft, destruction of company property, drinking on the job, and insubordination. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -73

Progressive Penalties • A system of progressive penalties is a second pillar of effective discipline. Penalties typically range from oral warnings to written warnings and, finally, to suspension from the job to discharge. • In addition to rules and progressive penalties, the disciplinary process requires an appeals procedure. Typically, if the decision is not acceptable to an employee, the employee may submit a appeal first to management, then a company officer and finally an executive review procedure Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -74

Discipline without Punishment 1. 2. 3. 4. Oral reminder Formal written reminder Decision-making leave Purge suspension from file Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -75

Fair discipline procedures Discipline should be perceived and fair and its purpose understood to correct inappropriate behavior. The goal is not to fix the blame; the goal is to fix the problem. Typical steps include: 1. Issue an oral reminder. 2. Should another incident arise within 6 weeks, issue a formal written reminder, a copy of which is placed in the employee’s personnel file. 3. Give a paid, one-day “decision-making leave. ” 4. If no further incidents occur in the next year or so, purge the one-day paid suspension from the person’s file. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -76

Respect for employees • Much of what we have discussed has to do with common sense, respect for the individual and using a clearly understood system to ensure equity. Fairness, like beauty, is in the mind of the beholder but can be backed up by data. • Bullying, unfortunately, continues to grow as a societal norm. • It has to do with power issues, an intent to cause harm and repeating the same behaviors against the same individual or group. Involving employees, helping them understand why actions are being taken, and what the standards are will go a long way to ensure perceived fairness. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -77

Rules and regulations • Rules and regulations are similar to societal laws in that they help guide behavior. • Penalties should be administered in a fair and progressive manner, with respect for the individual in mind. If an employee is not satisfied with a decision, he or she should have the right to appeal. • Discipline should be perceived as a learning opportunity, not strictly as a punishment for inappropriate behavior. • Finally, there are laws that guide what can and cannot be done with respect to employee privacy and monitoring. The key here is whethere is a genuine business purpose behind what an employee is doing while at work. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -78

Dismissal There are four bases for dismissal. In dismissing an employee, the employer should take care to ensure that all keys and company properties are returned, Internet passwords disabled, and employee accounts deactivated. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -79

Unsatisfactory performance • Unsatisfactory performance occurs when there is persistent failure to perform assigned duties or to meet prescribed job standards. Misconduct is a deliberate and willful violation of the employer’s rules. • Lack of qualifications for the job results from an employee’s inability to do the work assigned even when he or she is diligent. • Changed requirements (or elimination) of the job results from an employee’s inability to do the job after the employer changed the nature of the job. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -80

Managing Dismissals • Other issues in dismissals o Insubordination o Fairness o Security measures Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -81

Insubordination • Insubordination is a form of misconduct that refers to rebelliousness or disobedience. While things like stealing, chronic tardiness, and poor-quality work are easily understood grounds for dismissal, insubordination is sometimes harder to translate into words. However, some acts are usually clearly insubordinate. • These include, for instance: • Direct disobedience of, or refusal to obey, the boss’s orders, particularly in front of others • Deliberate defiance of clearly stated company policies, rules, regulations, and procedures • Public criticism of the boss • Contemptuous display of disrespect Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -82

Dismissals are never pleasant. However, there are three things to do to make them fair. First, provide full explanations of why and how termination decisions were made. Second, institute a formal multistep procedure (including warning) and a neutral appeal process. Third, who actually does the dismissing is important. People who are dismissed face-to-face by their managers tend to accept the circumstances more readily. Finally, use a checklist to ensure that dismissed employees return all keys and company property, and (sometimes) accompanying them out of their offices and out of the building. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -83

Managing Dismissals • Avoiding wrongful discharge suits • Personal supervisory liability • The termination interview o Outplacement counseling o Exit interview Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -84

Wrongful discharge occurs when an employee’s dismissal does not comply with the law or with the contractual arrangement. Avoiding wrongful discharge suits requires a twopronged approach. First, set up employment policies and dispute resolution procedures that make employees feel they are treated fairly. Second, do the preparatory work by paying particular attention to the employee handbook and other company policies and procedures. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -85

Courts sometimes hold managers personally liable for their supervisory actions. Managers should be fully familiar with applicable federal, state, and local statutes and know how to uphold their requirements. Guidelines for the termination interview include: 1) plan the interview carefully, 2) get to the point, 3) describe the situation and explain that the decision is final and irrevocable, 4) listen, 5) review all elements of the severance package, and 6) identify the next steps. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -86

Layoffs, Downsizing, and the Plant Closing Law • The plant closing law • The layoff process a. b. c. d. e. f. Objectives and constraints Downsizing team Address legal issues Post-implementation actions Security concerns Remain informative Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -87

Layoffs For the employer, reduced sales or profits may require layoffs or downsizing. Layoff generally refers to having selected employees take time off, with the expectation that they will come back to work. . Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -88

Downsizing • Downsizing refers to permanently dismissing a relatively large proportion of employees in an attempt to improve productivity and competitiveness. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -89

STEPS • The steps in the layoff process are listed in the slide. However, deciding on policies and practices to be implemented in advance is crucial. • For example, if it is a multi-state layoff or downsizing, decisions must be made in advance as to how to handle the differing state laws on administering unemployment compensation. • Also, you will need to decide if production can be stopped all on one day or if some things must continue for a short time after the formal announcement. Your downsizing team can help with these considerations. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -90

LAYOFFS • In preparing for layoffs, make sure appraisals are upto-date. Identify top performers and get them working on the company’s future. Be sure to retain or hire committed new leaders. • It’s not surprising that layoffs often result in harmful psychological and physical health outcomes for employees who lose their jobs, as well as for the survivors who face uncertainty. Planning and communicating openly with employees will lessen the impact. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -91

Volunteers • . Layoffs and downsizings are painful for all involved. However, there alternatives. • Find volunteers who may be willing to accept a layoff, perhaps with a “sweetened” return package. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -92

Natural attrition • Use the natural attrition of people who may leave or retire anyway. Consider redeployments to other firms in the area. • Some employees may consider a voluntary reduction in pay to help the organization remain vital. • Ask your employees to concentrate their vacations during slow periods when a smaller workforce would be appropriate. • Ask employees to take voluntary time off (furloughs) without pay. And, don’t forget the possibility of early retirement. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -93

Downsizing issues • Firms usually downsize to improve their financial positions. Yet many firms discover profits don’t improve after major personnel cuts. Low morale among those remaining is often part of the problem. • In terms of dismissal, mergers and acquisitions are usually one-sided. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -94

“survivor’s guilt. ” • . In such situations, the acquired firm’s surviving employees may be hyper-sensitive to mistreatment of their soon-to-be former colleagues or feel “survivor’s guilt. ” Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 14 -95

CHAPTER 10 Case study • • • • Carter Cleaning Company – The Career Planning Program 10 -19: What would be the advantages to Carter Cleaning of setting up such a career planning program? Provide some examples of the advantages of setting up a career planning program for employees include increasing job satisfaction, helping employees navigate through the company, and helping employees think about and plan their careers. 10 -20: Who should participate in the program, and why? All employees? Selected employees? You should justify why you think certain employees should or should not participate in the program. 10 -21: Outline and describe the career development program you would propose for the cleaners, pressers, counter people, and managers at the Carter Cleaning Centers. Based on the career planning activities discussed in the chapter, try and design a tailored career planning and development program for the employees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 10 -96

c Essay/report style assignment: 1500 (minimum) to 2000 words (maximum) Paper / font / spacing: Write on one side only / 12 point font / 1. 5 or double space. References: Harvard or APA; must demonstrate use of Chapters 1/ 3/ 5/ 7/ 8 (core textbook) Name: Front cover sheet Student ID: Front cover sheet Major: Front cover sheet Marking criteria: Print off the marking criteria and attach immediately after the front cover sheet. Due date: No Later Than 2018/12/6 -8: 30 am Reflective Report

Reflective Report • The report should answer the following questions: • What have you learnt about the practice of HRM from the group work you were involved in? • What have you learnt from the module lectures and readings about the models and how Chinese firms might effectively implement an appropriate HR management strategy? • • You are required to reflect on your learning from both the group work and the module lectures as well as any associated readings. • You should write at least 3 paragraphs to answer each of the above questions • In total, you should write at least 1500 words, and at most 2000 words.

Reflective Theme • To answer each question, • your report should focus on at least three of the following themes: • Reflective Theme 1: “Why Is HR Management Important to All Managers? ” • Reflective Theme 2: “How important is an HR strategic plan, why do organizations need a plan? ” • Reflective Theme 3: “What exactly is the war for talent? Why is it important for all organizations? • Reflective Theme 4: “What is the best method for recruitment and selection to make sure an organization gets the best employees?

Reflective Themes • Reflective Theme 5: “There is little need for performance reviews when staff are content or have little control over their work. ” • Reflective theme 6: “Why should an organization be concerned about retention and turnover? • Reflective theme 7: “All employee pays increases and work-related benefits should be left to judgment by the immediate manger and him or her alone!” • Reflective theme 8: “How can specific HR practices establish ethical behaviour in an organisation? ”

Use examples • Finally, when reflecting on each of your chosen themes, you should illustrate your learning with examples from real organizations. • To do this research examples of Chinese companies /organizations either operating nationally or internationally and provide some examples of the company’s HRM practices that relate to the reflective themes you have chosen. • You tutor can advise you about the suitability of your chosen examples either individually or at the workshops

Use examples • Finally, when reflecting on each of your chosen themes, you should illustrate your learning with examples from real organizations. • To do this research examples of Chinese companies /organizations either operating nationally or internationally and provide some examples of the company’s HRM practices that relate to the reflective themes you have chosen. • You tutor can advise you about the suitability of your chosen examples either individually or at the workshops

Learning outcomes • 1) Knowledge: Understand the core components of HRM, including theories and methods used in areas of HR planning, recruitment, motivation, training, appraisal and compensation. • 2) Research: Information searching and sourcing both online and reading set texts. • 3) Mentation: Can evaluate and characterize an organization’s HR management in terms of standard HRM functions. • 4) Practical: Be aware of when policies may need to be formulated.

Student NAME & ID: ______________________________ Marking Criteria – 2000 -word reflective assignment HRM-201 Reflective Assignment Elements Valu e 20 Tutor 1 score Tutor 2 score Total 1. Substantial information and discussion on HRM Models. 1. Use of information from the set textbook is evident. 20 /20 1. Reflection supports discussion with theoretical models, recent research and references. 20 /20 1. Thorough understanding of HRM interventions and practices and how these relate to Chinese companies 20 /20 1. Thorough and convincing outline concerning the challenges of managing human resources 15 /15 1. References information using APA or Harvard in both body of essay and bibliography. Must reference accurately. 5 /5 1. * 5 marks deducted if assignment is not laid out as requested into parts * 5 marks deducted if assignment has no introduction, discussion or conclusion. * 5 marks deducted if number of references is less than 10 references. * 5 marks deducted if references are more than 20 years old. -20 Total Marks 100 /20 /100 Comments