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Human Resource Mgmt

by: Mrs. Tomas Gusikowski

Human Resource Mgmt MGT 4410

Mrs. Tomas Gusikowski
GPA 3.61

Philip Varca

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About this Document

Philip Varca
Class Notes
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This 32 page Class Notes was uploaded by Mrs. Tomas Gusikowski on Wednesday October 28, 2015. The Class Notes belongs to MGT 4410 at University of Wyoming taught by Philip Varca in Fall. Since its upload, it has received 9 views. For similar materials see /class/230377/mgt-4410-university-of-wyoming in Business, management at University of Wyoming.


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Date Created: 10/28/15
EEO amp DIVERSITY I BACKGROUND II LAWS III TERMS amp PROCESSES IV SEXUAL HARASSMENT I BACKGROUND AHisory H N D W H Organiza rions have quotThingsquot ThoT people value Money Secur ify STaTus Power39 LifesTyle Society has quesTioned organizations39 behavior Are The good quotThingsquot equiTobly disTr39ibuTed Is sociefy still quotfreequot enough so ThoT a person can be er him or39 her Self Feder al gover39nmemL r39ole In pasf halfcem ur39y feder al gover39nmemL Thr ough legislaTion amp The cour39Ts has 033umed a waTchdog r39ole wiTh r39especT To organiza rions39 behavior39 C HRM r39ole H Mosf federal laws implicafe HRM pr acfices The quotbiggiesquot N a Pay a Pr39omofion Hir e layoff due To downsizing amp Terminafe a Job Transfer Lafer39 Sexual harassmenf D D II FEDERAL LAWS NOTE SEE HANDOUT A 1866 Civil Righfs ACT 9 B 1963 Equal Pay Act 9 C 1964 Civil Righfs ACT 9 D 1965 Execufive Order 11246 9 E 1967 Age DiSCPiminafion ACT 9 F 1973 RehabiliTaTion ACT 9 G 1978 Pregnancy DlSClean l39lon ACT 9 H1990 Americans wiTh DisabiliTies ACT 9 I 1991 Civil RighTs ACT 9 J 1993 Family amp Medical Leave ACT 9 III TERMS amp PROCESSES APr39oTecTed group 9 a member of a pr39oTecTed group can ask The EEOC for39 pr39oTecTion file a complainT ulTimaTely file a law Sui l39 amp be eligible for39 r39emedy 1 Sex 9 2 Race 9 3 Age 9 4 DisabiliTy 9 DONquot H N H N B Federal courTs 9 There are Three levels of federal courTs caSes can be appealed Through The levels no guaranTee ThaT a higher courT will hear an appeal Supreme CourT CircuiT CourT DisTricT CourT C STaTuTory consTrucTion 9 Federal laws USUally wriTTen in general Terms courTs decide how To inTerpreT The inTenT of The lawmakers Judges will Read The hisTory Surrounding The law Read The Congressional Record Example 9 Sexual HarassmenT D Types of caSes DisparaTe TreaTmenT 9 DisparaTe impacT 9 H N w H D D E Prima facie All caSes go Through a period of diSCovery a Time when boTh parTies review each oTher39s informaTion aTTempT To keep caSe quotouT of courTquot Prima facie 9 a prima facie caSe is one ThaT has meriT in The eyes of The courT if a Judge Sees The plainTiff39s grievance as reasonable heshe will rule ThaT The caSe go forward prima facie means quotwe go To Trialquot gt 4 5 rhS rule If The caSe fails To meeT prima facie sTandards The complainT sTops righT There NOTE SEE CHART F Keys To business defense BFOC 9 In some insTances a proTecTed sTaTus may also be The basis of rejecTing a candidaTe or asking someone To reTire CourTs Tend To be very sTricT wiTh TheSe allowances D N w B D Examples 9 Business necessi ry 9 Validi ry defensas 9 mosf ofTen associaTed wiTh paper39 andpencil Tesfs bu r relevan r for39 all salecfion Tools Com emL 9 ConsTr39ucT 9 Cr iTer ion 9 6 Key Supreme Courf CaSeS 9 Handouf IV SEXUAL HARASSMENT A Hisfory DONquot W DONquot Oufgrowfh of Tifle VII Required Sfafufory consfrucfion Enforcemenf by The EEOC Definifion 9 Unwelcome Sexual advances requesfs for Sexual favors and ofher verbal or physical confacf of a Sexual nafure consfifufe Sexual harassmenf when Submission To Such conducf is a condifion of employmenf Submission To or rejecfion of Such conducf is The basis for employmenf decisions Such conducf unreasonably inferferes wifh an individual39S work performance or creafes an infimidafing hostile or offensive work environment Types of caSeS Physical coercion Quid pro quo Hosfile working environmenf 4 Examples 9 D I55ues 1 The quoteggshellquot 2 Im emL v effecf 3 VulnerabiliTyIiabilify MM NE W Nknnb Holland39s Types Vocational Orientations Realistic I Preference for activities that entail explicit or systematic manipulation of objects tools machines or animals I Lead to competencies in mechanical agricultural electrical and Technical areas I Characteristics of realistic types 9 persistent genuine practical Investigative I Preference for observational symbolic and creative study of physical biological cultural phenomena I Lead to competencies in mathematical and scientific areas I Characteristics of investigative types 9 independent introspective curious Artistic I Preference for ambiguous and unsystematic activities in the physical verbal and human arena that entail manipulating building or producing forms or products I Lead to competencies in language drama music writing and the building of forms I Characteristics of artistic types 9 imaginative intuitive idealistic Social I Preference for working with others so as to inform train or help I Lead to human relations competencies that can be displayed in interpersonal and organizational relationships I Characteristics of social types 9 helpful understanding cooperative Enterprising I Preference for working with others or things so as to attain goals or economic gain I Lead to acquisition of interpersonal leadership and persuasive competencies I Characteristics of enterprising types 9 energetic extroverted selfconfident Conventional I Preference for systematic manipulation of data and files organizing data and materials I Lead to acquisition of computational and business system competencies I Characteristics of conventional types 9 persistent efficient conscientious Work Environments Holland Model Work Environment Work Relationships Realistic I Physical concrete tasks I Minimal social demands I Often outdoors nonoffice I Mentoring possible I Time limits I Traditional quotmasculinequot roles I Measurable outcomes I Practical problems Investigative I Abstract creative tasks I Minimal social demands I Problems solved slowing I Need sensitivity to others for I Objective measures of success collaboration I Tools require intellectual over I Good language skills for manual skills complex oralwritten instructions Artistic I Problems illdefined amp require I Socially demanding at times interpretation not so at other times I Ambiguous tasks I Good emotional awareness I Personally demanding I Demands for excellence but excellence difficult to measure Social I Work tasks require behavioral I Excellent interpersonal skills flexibility and caring required I Demands are varied amp I Long term relationships unpredictable I Helping relationships I Outcomes can be difficult to emotionally taxing measure Enterprising I Tasks emphasize persuasion I Verbal facility essential I Classic mgt problems I Emotionally demanding I Time frames often present relationships not required I Outcomes measurable I Ability to copecompete with I High or competitive standards other enterprising types required Conventional I Systematic routine problems I Social skills required but Short time frames Successful problem solutions apparent or measurable Complex problems can require managing others relationships routinepredictable Not emotionally demanding Holland39s Hexagonal Model Six Occupational Types REALISTIC INVESTIGATIVE ARTISTIC CONVENTIONAL ENTERPRISING SOCIAL Career Cases Muriel supervises The operaTing room and children39s ward nurses aT ST ChrisTopher39s Mercy HospiTal She is 43 years old and married Muriel has been aT ST ChrisTopher39s for six years her performance has always been above average and she received her promoTion To supervising nurse because of This Muriel however is unhappy in her job She cannoT say exachy why she is noT pleased abouT her career buT she knows she is noT Muriel has come To you The Human Resource DirecTor aT ST ChrisTopher39s To Talk abouT her currenT job siTuaTion You know Muriel is a good worker and ThaT The hospiTal would like her To sTay You also know ThaT iT may be besT for Muriel To Try someThing differenT eiTher aT ST ChrisTopher39s or perhaps wiTh anoTher organizaTion Make some guesses as fo why she is unhappy Whaf ofher39 informa on do you wam from Muriel during your inferview Whaf can 57 Chrisfopher s do Marc is a sysTems engineer wiTh DaTa Tech He is 57 years old married wiTh Three children Marc has worked for DaTa Tech since 1991 as parT of a projecT developmenT Team In 1998 he applied for a managerial posiTion saying he wanTed To move ouT of The Technical area and spend more Time working wiTh people He was Turned down aT ThaT Time No new posiTions have come available since Then Marc has an appoinTmenT wiTh you as Human Resource manager aT DaTa Tech You know he wanTs To Talk abouT changing his career paTh Toward pure managemenT buT you also believe he does noT have The skills To be successful in This Type of work Also you have been hearing ThaT Marc is slacking off a biT in his currenT posiTion Si have some quesTions as To why This mighT be True Whaf are The underlying issues i39haf Marc is facing 14 Do you have f39 for his sifu quot P Career amp Relationship Case Marie and Sean Marie a plasTics engineer and Sean a finance manager aT Lyons CrediT Union have been living TogeTher and hope To marry wiThin The nexT Two years Marie has held her presenT Job as projecT engineer since 1999 buT received an unexpecTed Job offer from a firm in ClermonT over 200 miles away IT is a move up To a managerial role and she is very inTeresTed in The posiTion The firm has a loT of growTh poTenTial Sean enjoys his work aT The bank and hoped To sTay There for The nexT few years He sees opporTuniTy for advancemenT over Time and Therefore is noT happy abouT Marie39s Job offer in some ways buT also recognizes The greaT opporTuniTy for her He wanTs her To pursue her career and be successful Marie does noT wanT To leT The ClermonT posiTion slip away buT is also commiTTed To her relaTionship wiTh Sean AfTer discussing The siTuaTion for several days Marie and Sean have come no closer To a decision AT This poinT Marie shared her concerns wiTh The firm in ClermonT Telling Them she needed a liTTle more Time To decide Sean also leT his boss know informally ThaT he may have a careerpersonal dilemma on The horizon and spelled ouT The siTuaTion Sean is a valued employee aT Lyons CrediT Union Given The siTuaTion Try To develop creaTive soluTions using These Three perspecTives 1 WhaT are The key issues ThaT Marie and Sean face WhaT would you advise Them To do in The nexT few weeks 2 WhaT can The firm in ClermonT do A WhaT can Lyons CrediT Union do MANAGERIAL VALUES FROM EACH LIST BELOW SELECT THE TOP THREE THAT YOU VALUE EITHER CIRCLE OR UNDERLINE PERSONAL GOALS ACHIEVEMENT SUCCESS CREATIVITY JOB SATISFACTION INDIVIDUALITY MONEY INFLUENCE PRESTIGE AUTHORITY DIGNITY SECURITY POWER LEISURE PERSONAL CHARACTERISTICS ABILITY AMBITION SKILL COOPERATION AGGRESSIVENESS LOYALTY TRUST HONOR TOLERANCE PREJUDICE OBEDIENCE COMPASSION CONFORMITY IDEAS CHANGE COMPETITION AUTHORITY CAUTION COMPROMISE CONFLICT CONSERVATISM EMOTIONS EQUALITY FORCE LIBERALISM RATIONALITY RELIGION RISK LIFE SPAN MODEL Eary 6rth 9 up 7 0 14 years Begin To form selfconcep r In rer39es rs develop Role Si gender models develop Family models cr i rical Exparafory 9 I5 25 years Includes early career choices Si ac rivi ries Period of exper39imen ra rion Tes ring one39s selfconcep r Career EsfabI39shmenf 9 25 45 years Field now chosen Wor k rowar d success Many have some changes Bo rh professional Si per sonal changes Recognize if chose cor r ec rly dur ing rhis s rage Mainfenance 9 45 65 re remenf S rr ive To hold wha r gained Compe re wi rh new en rr ies info The work place Mus r be flexible enough To r elear n Si change S rr ive ro accommoda re pr ofessional Si personal life In rer39es r changes become manifes r Pasf refiremenf 9 65 plus Period of r eflec rion Move voca rional in rer es rs ro avoca rional in rer es rs ANCHOR MODEL Technical amp Professional Compefence Individuals in This group organize careers around specific area of compeTence amp make job moves based on maximizing Their opporTuniTies To remain compeTenT in a conTenT area Managerial Compefence Individuals here anchor Their career around decisions ThaT move Them upquot in organizaTional hierarchy Seek responsibiliTy To run an enTerprise Securify d SfabII39fy Individuals here are primarily preoccupied wiTh sTabiliTy eiTher in employmenT or in geography Perhaps value family amp communiTy To a large degree Creafivify People in This group organize Their careers around The need To creaTe someThing a producT or a company EnTrepreneurial drive Aufonomy amp Independence Individuals here find Themselves increasingly unable and unwilling To work in large TradiTional organizaTions amp seek auTonomous careers Freelance wriTer or universiTy professor could be examples CAREER STAGES Stage I 0 Work is not entirely owned by self 0 Often subparts of whole project 0 Work is detailed Stage II 0 Begin indepth work in Technical or content area 0 Assume project responsibility 0 Produce significant results Stage III 0 Gain broader technical skills 0 Stimulate others39 ideas 0 Begin to develop other people 0 Begin to represent group outside organization Stage I V 0 Provide direction for organization Exercise significant power 0 Represent organization to outside institutions Sponsor amp develop individuals at lower stage levels 9 groom them for leadership Overview of Performance Appraisal Goas DevelopmenT EvaluaTion Technical Issues Need an appraisal form Usually builT off of job analysis research Forms vary graphic raTing scales are mosT common Also some sTaTemenT abouT goals meT or lefT unmeT Forms always include wriTTen evidence To supporT appraisal raTings Process Usually boss evaluaTes subordinaTe boss hisTorically conTrols pay TreaTmenT as well Usually annual meeTing coincides wiTh evaluaTion process This meeTing is basis for review of lasT year39s performance and The beginning of a new goal seTTing process Feedback mee ng Success of process hinges on producTive meeTing beTween boss Si subordinaTe The responsibiliTy of giving negaTive feedback is difficulT Si challenging This is were managemenT communicaTion skills are criTical SubordinaTes usually more concerned abouT pay TreaTmenT Than performance discussion Legal issues Always need good documenTaTion Boss Si subordinaTe boTh sign documenT SubordinaTe usually given space for rebuTTal or aT leasT aware of righT To conTesT The evaluaTion raTing DocumenT usually reviewed by nexT level above immediaTe boss Appraisals basis of EEOC suiTs Performance Appraisal Error 0 Leniency 9 Tendency To place all SubordinaTes Toward The high end of The raTing Scale 0 STricTness 9 Tendency To place all SubordinaTes Toward The low end of The raTing Scale 0 CenTral Tendency 9 Tendency To avoid Tough decisions by giving mosT SubordinaTes quotmiddlequot raTings 0 Halo 9 one characTerisiTic of The raTee influences The overall raTing process USUally considered a posiTive biea buT There can be a negaTive halo Managerial Competency Profile N RaTe your currenT skill developmenT level for The compeTencies below For your highesT raTed compeTency provide behavioral evidence of experiences ThaT demonsTraTe This compeTency 3 For your lowesT raTed compeTency ouTline Two acTiviTiesexperiences ThaT will increase your skill level in This area Needs Adequafe at Highly Oufsfanding This Time Developed Skill Oral Communicafion speaks clearly so ThaT oThers undersTand meaning and Tone acTiver lisTens and uncovers imporTanT meaning from oThers Inner Work Sfandards compleTe assignmenTs on Time personal qualiTy sTandards exceed whaT is expecTed has been recognized for qualiTy work Teamwork has experience working in Team seTTing has worked Through Team conflicT Success bringing Team To goal aTTainmenT I Behavioral evidence of success wiTh I ImprovemenT plan for KEY LABOR LAWS Clayton Act 1914 Magna Carta of industrial unions Labor of a human is not a commodity or article of commerce no antitrust laws forbid the existence of labor organizations Railway Act 1926 Establishes administrative machinery for handling labor relations within railroad industry Forbids yellow dogquot contracts Norris La Guardia Act 1932 Forbids federal courts from issuing injunctions to keep unions from striking Makes yellowdog contracts unenforceable Gives employees the right to organize Does not force employer to recognize union or bargain in good faithquot National Labor Relations Act Wagner Act 1935 Reaffirms right to organize Requires employer to recognize unions Employer cannot interfere with organizing efforts Employer must bargain in good faithquot Establishes National Labor Relations Board NLRB Labor Management Relations Act Taft Hartley Act 1947 Employers cannot terminate or refuse to hire worker because of union affiliation Unions must not coerce employee to join Unions cannot featherbed Unions must also bargain in good faith Prohibits secondary boycott Establishes the basis for righttoworkquot laws Labor Management Reporting amp Disclosure Act Landrum Griffin 1959 Union members guaranteed right to vote in union elections amp campaign against current union officers Vote required before union dues are raised Disclose financial dealings Pay amp Motivation I Background II Expectancy Theory III Equity Theory 139 Background A Motivation gt amount of drive or energized behavior directed at goal attainment B Sources of motivation C Reinforcement ISSUes 1 Primary v Secondary Reinforcer 2 Negative v Positive Reinforcement D Types of drive states 1 Positive drive state 2 Negative drive state II Expecfancy Theory A W N 00 Background 1 Business model originally arTiculaTed by VicTor Vroom 2 Idea ThaT people carry around wiTh Them a belief SeT ThaT influences Their willingness To energize behavior 3 This is a cogniTive process Theory Model Force V gtlt I x E Force gt demonsTraTed level of moTivaTion Expecfancya belief ThaT a given level of efforT will lead To an accepTable level of performance This is a probabiliTy InsfrumenfaI fya belief ThaT accepTable level of performance will lead To a reward also a probabiliTy This is The TheoreTical rooT of quotpay for performancequot The basis for posiTive drive sTaTe 4 laence gt value a person places on The reward C Implications for Pay Practices Pay practices implicate instrumentality in the expectancy equation The best pay systems may not positively influence worker motivation or productivity if I is low 1 Politics amp bias example gt Sexism 2 Family business example 9 nepotism 3 Tough times example 9 no raiSe or bonus III Equity A Background 1 Stacy Adams 2 Actual pay iSSUes 3 Cognitive process theory 4 Negative drive state underlies motivation B Model IaOb IaOb I Inputs 0 Outcomes A and B repreSent two different people C Relieving The negative dr39ive sTaTe WhaT can I do To r39eTur39n To equi ry DImpicaTions 1 Managing per cepTions 2 Choice of comparison oTher39 cr39iTical 3 PainTs a darker side To or39ganiza rions COMPENSATION I BASICS I BACKGROUND amp DEFINITIONS II PAY SURVEY III SKILL BASED APPROACH IV POINT METHOD V SE39l39l39ING PAY GRADES I BACKGROUND amp DEFINTIONS A WhaT is compensaTion 1 CompensaTion is anyThing of value 39l39l lCl39l39 an employee receives in exchange for his or her work 2 CompensaTion can usually be divided info 9 Base compensaTion o IncenTive compensaTion 9 Benefits amp perks B Role of compensaTion 1 ATTr acTr eTain qualify employees 2 MoTivaTe employees C Cr iTical MoTivaTion Issues 1 Im r39insic vs exTr insic moTivaTion 2 InsTr39umenTaliTy 3 EquiTy D Key CompensaTion Issues amp DefiniTions H N Wage v salary 9 byThehour v byThemonTh Base or fixed pay 9 guaranTeed porTion of Takehome pay Fixed v variable pay 9 To whaT exTenT will parT of an employee39s pay be 07 rLsk ThaT is noT guaranTeed pay will vary from monThTomonTh or yearToyear BenefiT 9 indirecT pay NulTiple pay plans 9 To whaT exTenT will The company offer differenT incenTives To differenT Types of employees Pay for performance 9 To whaT exTenT will The pay plan reward good performance whaT will ThaT performance be and whaT is The appropriaTe uniT E EsTablishing Job Pay II PAY SURVEYS 1 DefiniTion 9 a pay survey is research ThaT esTablishes general wage levels 2 NeThod 9 Pay or wage surveys require research 9 OrganizaTion may conducT This research or hire ouTside consulTanTs To provide This service 9 There are various sources of pay survey researchdaTa 3 WhaT pay survey daTa should conTain III JOB EVALUATION Skill Approach Compe39rency 1 DefiniTion 9 Pay schedule deTermined by Type amp amounT of skills needed To perform job 2 WhaT geTs compensaTed 9 Skills ThaT are hard To find 9 Skills ThaT are hard To Train 9 Skills ThaT impacT The company39s profiTs 9 Skills ThaT oTher companies are seeking 3 How do you conducT This meThod o STudy The specific Things ThaT The worker musT do To perform his or her job 9 Develop a ranking or hierarchy of whaT skills are more imporTanT IT is These jobs ThaT receive higher pay IV JOB EVALUATION PoinT MeThod 1 DefiniTion 9 process ThaT gives each job a poinT value These poinTs TranslaTe To pay value 2 Compensable facTor 9 a work characTerisTic ThaT makes The job valuable 3 How The meThod works 9 Take a group of jobs in The same or ganizaTion o Rafe each job on each compensable facTor o The r39aTing usually ranges from one To five 4 Classify Jobs 9 Goal is To gr oup jobs inTo bands or caTegor ies 9 Once band is esTablished Then give if a range amp a mid poinT VI SETI39ING PAY GRADES 1 Overview 9 seTTing pay gr ades enTaiIs combining inTer nal amp exTer nal pay daTa 2 MeThod 9 Use a regressionType model 9 Regress specific jobs againsT poimL value scale 3 Then go back amp seT specific pay values for known or quotbenchmarkquot jobs 4 Pay Pr39acTicesIssues 9 Pay grade 9 9 Pay Range 9 o Broadbanding 9 o Midpoim ing 9 5Examples of whaT if looks like


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