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College of Administrative and Financial Sciences Assignment Three Human Resource Management (MGT211) Deadline: 17/04/2021 @ 23:59 Course Name: Human Resource Management Course Code:MGT211 Student’s Name: Semester: 2nd CRN: Student’s ID Number: Academic Year:2020-2021 For Instructor’s Use only Instructor’s Name: Students’ Grade: Marks Obtained/Out of 5 Level of Marks: High/Middle/Low Instructions – PLEASE READ THEM CAREFULLY • The Assignment must be submitted on Blackboard (WORD format only) via allocated folder. • Assignments submitted through email will not be accepted. • Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page. • Students must mention question number clearly in their answer. • Late submission will NOT be accepted. • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions. • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism). • Submissions without this cover page will NOT be accepted. Assignment Workload: • This Assignment comprise of a short Case. • Assignment is to be submitted by each student individually. Assignment Purposes/Learning Outcomes: After completion of Assignment Three students will able to understand the following LOs: L.O. 4: Deliver and communicate HR policies messages in coherent and professional manner. L.O. 5: Carry out objective and scientific analysis of employees’ performance management. Assignment Three Read the case given below and answer the questions: Halima, the owner and manager of a company with ten employees, has hired you to take over the HRM function so she can focus on other areas of her business. During your first two weeks, you find out that the company has been greatly affected by the up economy and is expected to experience overall revenue growth by 10 percent over the next three years, with some quarters seeing growth as high as 30 percent. However, five of the ten workers are expected to retire within three years. These workers have been with the organization since the beginning and provide a unique historical perspective of the company. The other five workers are of diverse ages. In addition to these changes, Halima believes they may be able to save costs by allowing employees to telecommute one to two days per week. She has some concerns about productivity if she allows employees to work from home. Despite these concerns, Halima has even considered closing down the physical office and making her company a virtual organization, but she wonders how such a major change will affect the ability to communicate and worker motivation. Halima shares with you her thoughts about the costs of health care on the organization. She has considered cutting benefits entirely and having her employees work for her on a contract basis, instead of being full-time employees. She isn’t sure if this would be a good choice. Halima schedules a meeting with you to discuss some of her thoughts. To prepare for the meeting, you perform research so you can impress your new boss with recommendations on the challenges presented. Assignment Question(s): (Marks 5) 1. Point out which changes are occurring in the business that affect HRM.(1.5) 2. What are some considerations the company and HR should be aware of when making changes related to this case study?(1.5) 3. What would the initial steps be to start planning for these changes?(1) 4. What would your role be in implementing these changes? What would Halima’s role be?(1) Answers: 1. 2. 3. 4. 5. Chapter 9 Employee Development ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Learning Objectives 1 of 2 LO9-1 Explain how employee development contributes to strategies related to employee retention, development of intellectual capital, and business growth. LO9-2 Discuss the steps in the development planning process. LO9-3 Explain the employees’ and company’s responsibilities in planning development. LO9-4 Discuss current trends in using formal education for development. LO9-5 Relate how assessment of personality type, work behaviors, and job performance can be used for employee development. ©McGraw-Hill Education Learning Objectives 2 of 2 LO9-6 Explain how job experiences can be used for skill development. LO9-7 Develop successful mentoring programs. LO9-8 Describe how to train managers to coach employees. LO9-9 Discuss what companies are doing to melt the glass ceiling. LO9-10 Use the 9-box grid for identifying where employees fit in a succession plan and construct appropriate development plans for them. ©McGraw-Hill Education The Relationship among Development, Training, and Careers 1 of 2 Development and Training • Critical for talent management • Prepares Millennials to replace Baby Boomers • Provides opportunities for employees to grow their skills • Contributes to high levels of engagement and satisfaction LO 9-1 ©McGraw-Hill Education The Relationship among Development, Training, and Careers 2 of 2 Development and Careers • Protean career • Employees take responsibility for managing their own careers • Psychological success • Career patterns provide opportunities for employees to • Determine their interests, skills strengths and weaknesses • Seek development experiences ©McGraw-Hill Education Figure 9.1 Steps and Responsibilities in the Development Planning Process LO 9-2 Jump to long description in appendix ©McGraw-Hill Education Development Planning Systems 1 of 2 Self-Assessment • Psychological tests • Development needs are identified • May determine skill needs or interests Reality Check • Usually comes from a performance appraisal • 360 degree feedback LO 9-3 ©McGraw-Hill Education Development Planning Systems 2 of 2 Goal Setting • Desired positions • Level of skill application • Work setting • Skill acquisition Action Planning • Depends on needs and developmental goal ©McGraw-Hill Education Table 9.2 Design Features of Effective Development Systems 1 of 2 1. System is positioned as a response to a business need or supports the business strategy. 2. Employees and managers participate in development of the system. 3. Employees are encouraged to take an active role in career management and development. 4. Evaluation is ongoing and used to improve the system. 5. Business units can customize the system for their own purposes (with some constraints). SOURCE: Based on B. Kaye and C. Smith, “Career Development: Shifting from Nicety to Necessity,” T+D, January 2012, pp. 52–55; M. Weinstein, “Paths to Success: Responsibility vs. Promotion,” Training, July/August 2014, pp. 52–54; D. Hall, Careers in and out of Organizations (Thousand Oaks, CA: Sage, 2002) ©McGraw-Hill Education Table 9.2 Design Features of Effective Development Systems 2 of 2 6. Employees have access to development and career information sources (including advisors and positions available). 7. Senior management and the company culture support the development system. 8. The development system is linked to other human resource practices such as performance management, training, and recruiting systems. 9. A large, diverse talent pool is created. 10. Development plans and talent evaluation information are available and accessible to all managers. ©McGraw-Hill Education Figure 9.3 Frequency of Use of Employee Development Practices Jump to long description in appendix ©McGraw-Hill Education SOURCE: EFMD, Network of Corporate Academies, Society for Human Resource Management, “Leadership Development: The Path to Greater Effectiveness,” 2016, Approaches to Employee Development 1 of 12 Formal Education • Off-site or on-site • Lecture, business games and simulations, adventure learning, meeting with customers • Custom programs • Tuition reimbursement programs LO 9-4 ©McGraw-Hill Education Approaches to Employee Development 2 of 12 Assessment • Identify employees with managerial potential and measure current managers’ strengths and weaknesses. • Used with work teams to identify the strengths and weaknesses of individual team members and the decision processes or communication styles that inhibit the team’s productivity. • Can help employees understand their tendencies, their needs, the type of work environment they prefer, and the type of work they might prefer to do. LO 9-5 ©McGraw-Hill Education Approaches to Employee Development 3 of 12 Assessment continued • Personality Tests and Inventories • Myers-Briggs Type Inventory (MBTI) • Measures 16 personality types • Each type has implications for work habits and interpersonal relationships • DiSC assessment • Measures personality and behavioral style ©McGraw-Hill Education Approaches to Employee Development 4 of 12 Assessment continued • Assessment center • Leaderless group discussion • Interview • In-basket • Role-play ©McGraw-Hill Education Approaches to Employee Development 5 of 12 Assessment continued • Performance Appraisals and 360-Degree Feedback Systems • Must tell employees specifically about their performance problems and how they can improve their performance. • Managers must be trained in frequent performance feedback. • Upward feedback • 360-degree feedback ©McGraw-Hill Education Table 9.6 Activities Involved in Using 360-Degree Feedback for Development 1. Understand strengths and weaknesses Review ratings for strengths and weaknesses Identify skills or behaviors where self and others’ (manager’s, peers’, customers’) ratings agree and disagree 2. Identify a development goal Choose a skill or behavior to develop Set a clear, specific goal with a specified outcome 3. Identify a process for recognizing goal accomplishment 4. Identify strategies for reaching the development goal Establish strategies such as reading, job experiences, courses, and relationships Establish strategies for receiving feedback on progress Establish strategies for reinforcing the new skill or behavior ©McGraw-Hill Education Approaches to Employee Development 6 of 12 Job Experiences • Stretch assignments • May be positive or negative stressors • May include enlarging the current job, job rotation, transfers, promotions, downward moves, and temporary assignments. LO 9-6 ©McGraw-Hill Education Figure 9.4 How Job Experiences Are Used for Employee Development ©McGraw-Hill Education Approaches to Employee Development 7 of 12 Job Experiences continued • Job enlargement • Special project assignments, switching roles within a work team, or researching new ways to serve clients and customers • Job rotation and lateral moves • Helps employees gain an overall appreciation of the company’s goals, increases their understanding of different company functions, develops a network of contacts, and increases employees’ skills • May affect employee satisfaction and motivation ©McGraw-Hill Education Approaches to Employee Development 8 of 12 Job Experiences continued • Transfers, promotions, and downward moves • Employees are more willing to accept promotions than lateral or downward moves. • May involve relocation within the United States or to another country; can provoke anxiety. ©McGraw-Hill Education Approaches to Employee Development 9 of 12 Job Experiences continued • Temporary assignments, projects, volunteer work, and sabbaticals • Employee exchange • Volunteer assignments ©McGraw-Hill Education Approaches to Employee Development 10 of 12 Interpersonal Relationships • Mentoring • Usually start informally, but may be part of a formal mentoring program. • Developing successful mentor programs LO 9-7 ©McGraw-Hill Education Table 9.9 Characteristics of Successful Formal Mentoring Programs 1 of 2 1. Mentor and protégé participation is voluntary. Relationship can be ended at any time without fear of punishment. 2. The mentor–protégé matching process does not limit the ability of informal relationships to develop. For example, a mentor pool can be established to allow protégés to choose from a variety of qualified mentors. 3. Mentors are chosen on the basis of their past record in developing employees, willingness to serve as a mentor, and evidence of positive coaching, communication, and listening skills. 4. Mentor–protégé matching is based on how the mentor’s skills can help meet the protégé’s needs. 5. The purpose of the program is clearly understood. Projects and activities that the mentor and protégé are expected to complete are specified. ©McGraw-Hill Education Table 9.9 Characteristics of Successful Formal Mentoring Programs 2 of 2 6. The length of the program is specified. Mentor and protégé are encouraged to pursue the relationship beyond the formal period. 7. A minimum level of contact between the mentor and protégé is specified. Mentors and protégés need to determine when they will meet, how often, and how they will communicate outside the meetings. 8. Protégés are encouraged to contact one another to discuss problems and share successes. 9. The mentor program is evaluated. Interviews with mentors and protégés give immediate feedback regarding specific areas of dissatisfaction. Surveys gather more detailed information regarding benefits received from participating in the program. 10. Employee development is rewarded, which signals to managers that mentoring and other development activities are worth their time and effort. ©McGraw-Hill Education Approaches to Employee Development 11 of 12 Interpersonal Relationships continued • Mentoring continued • Benefits of mentoring relationships • Career support • Psychosocial support • Reverse mentoring ©McGraw-Hill Education Approaches to Employee Development 12 of 12 Interpersonal Relationships continued • Coaching • One-on-one or help employees learn for themselves • Provide resources LO 9-8 ©McGraw-Hill Education Special Issues in Employee Development 1 of 2 Melting the Glass Ceiling • Women are underrepresented in all levels of management. • May be due to stereotypes, lack of access to training programs, appropriate developmental job experiences, and developmental relationships LO 9-9 ©McGraw-Hill Education Table 9.10 Recommendations for Melting the Glass Ceiling • Make sure senior management supports and is involved in the program. • Make a business case for change. • Make the change public. • Gather data on problems causing the glass ceiling using task forces, focus groups, and questionnaires. • Create awareness of how gender attitudes affect the work environment. • Force accountability through reviews of promotion rates and assignment decisions. • Promote development for all employees. ©McGraw-Hill Education Special Issues in Employee Development 2 of 2 Succession Planning • Requires senior management to systematically review leadership talent in the company • Ensures that top-level managerial talent is available • Provides a set of development experiences that managers must complete to be considered for top management positions • Helps attract and retain managerial employees by providing them with development opportunities • Dependent on other human resource systems, including compensation, training and development, and staffing LO 9-10 ©McGraw-Hill Education Table 9.11 The Process of Developing a Succession Plan 1. Identify what positions are included in the plan. 2. Identify the employees who are included in the plan. 3. Develop standards to evaluate positions (e.g., competencies, desired experiences, desired knowledge, developmental value). 4. Determine how employee potential will be measured (e.g., current performance and potential performance). 5. Develop the succession planning review. 6. Link the succession planning system with other human resource systems, including training and development, compensation, performance management, and staffing systems. 7. Determine what feedback is provided to employees. 8. Measure the effectiveness of the succession plan. ©McGraw-Hill Education Figure 9.5 Example of a 9-Box Grid Jump to long description in appendix ©McGraw-Hill Education Appendix of Image Long Descriptions ©McGraw-Hill Education Appendix 1 Figure 9.1 Steps and Responsibilities in the Development Planning Process Four boxes are connected by one way arrows: Self-assessment, reality check, goal setting, and action planning. Employee responsibility for self-assessment is Identify opportunities and needs to improve; for reality check is Identify what needs are realistic to develop; for goal setting is Identify goal and method to determine goal progress; and for action planning is Identify steps and timetable to reach goal. Company responsibility for self-assessment is Provide assessment information to identify strengths, weaknesses, interests, and values; for reality check is Communicate performance evaluation, where employee fits in long-range plans of the company, changes in industry, profession, and workplace; for goal setting is Ensure that goal is SMART (specific, measurable, attainable, relevant, and timely); commit to help employee reach the goal, and for action planning is Identify resources employee needs to reach goal, including additional assessment, courses, work experiences, and relationships. Return to original slide ©McGraw-Hill Education Appendix 2 Figure 9.3 Frequency of Use of Employee Development Practices Percentage of Specific Practices Used Classroom courses 80% Coaching 79% Mentoring 68% Leadership forums 56% High-visibility assignments 42% Matching employees with “stretch” opportunities 35% Job rotation 30% Return to original slide ©McGraw-Hill Education Appendix 3 Figure 9.5 Example of a 9-Box Grid A 9-box grid is a three-by-three matrix, with the Y axis performance and the x-axis labeled potential or promotability. The boxes are labeled, from left to right and bottom to top: 1. poor employee, 2. inconsistent employee, 3. potential or may be replaced, 4. strong contributor, 5. core employee, 6. rising star, 7. technical or subject expert, 8. agile nonperformer, and 9. star. Return to original slide ©McGraw-Hill Education Chapter 10 Employee Separation and Retention ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Learning Objectives LO10-1 Distinguish between involuntary and voluntary turnover, and discuss how each of these forms of turnover can be leveraged for competitive advantage. LO10-2 List the major elements that contribute to perceptions of justice and how to apply these in organizational contexts involving discipline and dismissal. LO10-3 Specify the relationship between job satisfaction and various forms of job withdrawal, and identify the major sources of job satisfaction in work contexts. LO10-4 Design a survey feedback intervention program, and use this to promote retention of key organizational personnel. ©McGraw-Hill Education Managing Involuntary Turnover 1 of 6 Employment-at-Will Doctrine • Either the employer or the employee could sever the employment relationship at any time • Wrongful discharge suit • Can be filed as a civil rights infringement if the person discharged is a member of a protected group • Paper trail • Initiating punit …
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