Study Guide_Themes on Supervision and Leadership in a Changing World

8/9/2019 Study Guide_Themes on Supervision and Leadership in a Changing World

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College of Business Administration University of Puerto RicoGraduate School Mayaguez CampusGERH 6030 First Semester 2012-2013

Study Guide - Themes on Supervision and Leadership in a Changing World

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CHAPTER 8 - How to Interview and Select Employees

I. Why Be Careful About Who You Hire?A. Why careful selection is important

1. Careful testing and screening leads to improved employee and organizationperformance.

2. Your own performance always depends on your subordinates.3. Screening can help reduce dysfunction behaviors.4. Effective screening is important because it is costly to recruit and hire employees.5. Careful selection is important because of the legal implications of incompetent

selection.B. Basic employee selection concepts

1. Reliability of employment tests-the consistency of scores obtained by the same

person when retested with identical tests2. Validity-does this test support what it is supposed to measure?3. Protecting the candidates rights-the right to the confidentiality of the test results

and the right to informed consent regarding the use of these results

II. Types of Selection TestsA. Tests of cogniti ve and mental abi li ties

1. Intelligence test (IQs)-measures a range of abilities including memory, vocabulary,verbal fluency, and numeric ability

2. Aptitude tests-aim to measure the applicants aptitudes for the job in questionB. Tests of motor and physical abilities

1. The Stromberg Dexterity Test will measure finger dexterity and reaction time.C. Measuring personali ty-personality tests measure basic aspects of an applicant s

personality, such as introversion, stability, and motivation. (See Figure 8-5)D. Interest inventories-compare ones interests with those of people in various

occupationsE. Achievement tests-measure what a person has learned and abilit ies such as typing

or weldingF. Situational judgment tests-designed to assess an applicants judgment regarding a

situation encountered in the workp laceG. Management assessment centers-supervisory candidates take tests and make

decisions in simulated situations, and observers score them on their performances.

1. In-basket2. Leaderless group discussion3. Individual presentations

III. How to Interview Job CandidatesA. Introduct ion

1. A selection interview is a selection procedure designed to predict future job


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performance on the basis of applicants oral responses.B. How useful are interviews?

1. Situational questions yield a higher average validity than do behavioral questions.2. Structured interviews are more valid than unstructured interviews for predicting job

performance.C. How to avoid common interviewing mistakes

1. Snap judgments-do not draw conclusions too early.2. Negative emphasis-jumping to conclusions3. Not knowing the job-not knowing what the job entails means that you will not know

what sort of candidate is best suited for it4. Pressure to hire-being under pressure to hire undermines an interviewers

usefulness.5. Candidate order error-the order in which you see applicants affects how you rate

them.6. Nonverbal behavior-how the applicant looks and acts will influence how you rate

them.D. Steps in conducting an effective interview

1. Step 1-Before starting, know the job.2. Step 2-Structure the job.3. Step 3-Get organized.4. Step 4-Establish rapport.5. Step 5-Ask questions. (See figure 8-8)6. Step 6-Close the interview.7. Step 7-Review the interview.

IV. Background Checks and Other Selection TechniquesA. How to conduct ef fective background investigations and reference checks

1. What to verify-legal eligibility for employment, dates of prior employment, militaryservice, education, and identification

2. Collecting background information-verify applicants current position, salary, andemployment dates. Check commercial credit rating companies and onlinedatabases for background information.

3. Check social networking sites such as Facebook.4. Reference check mine field-handled correctly, background checks are inexpensive

and straightforward, but legal problems can ensue.B. How to spot dishonesty

1. Suggested ways to spot dishonestya) Ask blunt questions.b) Listen rather than talk.c) Check all references.d) Check for drugs.e) Conduct searches.f) Use caution.


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2. Polygraph tests-grave doubts about the polygraphs accuracy led to the signing ofthe Employer Polygraph Protection Act of 1988 into law

3. Paper-and-pencil honesty testspsychological tests designed to predict jobapplicants proneness to dishonesty

C. Other methods of screening applicants1. Tapping friends and acquaintances-tapping the opinions of people you trust who

have direct personal knowledge of the candidate2. Physical exams-they can unearth any medical limitations to take into account in

placing the applicant3. Drug screening-while most employers use drug testing, it is flawed; they cannot

measure impairment or addiction.4. Complying with immigration law-under the Immigration Reform and Control Act of 1986, peoplemust prove that they are eligible to be employed in the United States; caution is advised in conforming tothis law.

CHAPTER 9 - Training and Developing Employees

I. Orienting and Training EmployeesA. Why is orientat ion important?

1. In addition to giving new employees the basic background information they needto do their jobs, orientation also starts the process of socializing the new employeeinto the companys way of doing things.

B. Types of orientation programs1. Orientation programs range from brief introductions to lengthy formal programs.

This function may be performed by the HR specialist, the supervisor, and the

introduction of the person to his or her new colleagues.C. Using technology in orientation

1. New employees may be provided with URLs or disks containing discussions ofcorporate culture, videos of corporate facilities, and welcoming addresses from topmanagers.

II. The Training and Development ProcessA. What is training?

1. Training is giving new or present employees the skills they need to perform theirjobs. Training is a hallmark of good supervision.

2. Steps in the training process:

a) Step 1-analysisb) Step 2-instructional designc) Step 3-implementationd) Step 4-evaluate (assess the programs success)

B. Determining training needs1. Assessing new employees training needs usually involves task analysis

breaking the jobs into subtasks and teaching each to the new employee.


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2. Determining current employees training needs must involve performance analysis.a) Performance analysis is verifying that there is a performance deficiency

and determining how to rectify the deficiency through training ormotivation.

3. Competency models are used to summarize training needs and compile thecompetencies that are crucial for executing the job.

C. Training and motivation1. The moral is training is futile if the trainee lacks the ability or motivation to benefit

from it.

III. Training TechniquesA. On-the-job training

1. The most familiar type of on-the-job training is the coaching or understudy method.This type of training may also include job rotationthe employee moves from jobto job at planned intervals.

2. The four-step procedure for creating a simple on-the-job training program:a) Step 1-review the job description.b) Step 2-develop a task analysis record form (see Table 9-1).c) Step 3-develop a job instruction sheet (see Table 9-2).d) Step 4-train the employee.

3. Informal learning-it is estimated that as much as 80% of what employees learn onthe job they learn through informal means, performing their jobs in collaborationwith their colleagues.

4. Apprenticeship training is a structured process by which individuals become skilledworkers through a combination of classroom instruction and on-the-job training at

the direction of a master craftsperson.B. Off-the-job training

1. Behavior modeling-involves showing trainees the right way of doing somethingincluding practice and feedback regarding each trainees performance.

2. Vestibule training-a technique in which trainees learn on the actual or simulatedequipment they will use on the job but receive their training off the job.

3. Audiovisual learning techniques include: tradition correspondence courses,videoconferencing, and Internet-based classes.

4. Computer-based trainingtrainee uses computer-based system to increase his orher knowledge or skills interactively

5. Simulated learning may include such experiences as: virtual reality games,

animated guides, scenarios, role-play, and interactive software training.6. Training via the Internet including: videos, lectures, PowerPoint presentations, or

sophisticated simulations (may also be conveyed through learning portals as partof a companys intranet)

7. Mobile trainingon-demand learning delivered via mobile devices like cell phones,laptops, and iPhones wherever and whenever the learner wants to access it.

8. Virtual classroom-special collaboration software enables remote learners using


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their PCs or laptops to participate in live audio and visual discussions.C. Training for special purposes

1. Literacy training techniques-a program to overcome functional illiteracy (the abilityto do basic reading, writing, and arithmetic)

2. Lifelong learning-providing employees with continuing learning experiences overtheir tenure with the firm

IV. Supervisory Training and Development ProgramsA. Supervisors need and benefit from training

1. These programs typically include in-house programs such as course, coaching,and rotational assignments.

B. Supervisory on-the-job training1. Job rotation-moving supervisors from department to department to broaden their

understanding of all parts of the business2. Coaching/understudy method-the new supervisor receives ongoing advice, often

from the person he or she is to replace3. Action learning-letting supervisors work full time on real projects

C. Supervisory off-the-job training1. Case study method-presents a trainee with a written description of an

organizational problem to analyze, diagnose, and present his or her findings andsolutions

2. Business games-computerized games in which trainees compete in groups withothers in a simulated marketplace

3. Outside programs and seminars-the selection of short (one to three day) trainingprograms for purpose of special training needs of supervisors

4. University-related problemsmany colleges and universities provide several typesof supervisor training and development activities.

5. In-house development centerscombine classroom learning with other trainingtechniques

V. Understanding Organizational Change ProgramsA. Introduct ion

1. Companies and units within them always have to change, and this change usuallyreaches all the way to the supervisory level where most changes must beimplemented.

B. Levins process for overcoming resistance

1. Step 1-unfreezing2. Step 2-moving; develop new employee behaviors3. Step 3-refreezing

C. Eight-step process for implementing a change1. Establish a sense of urgency.2. Mobilize commitment to change.3. Create a guiding coalition.


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4. Develop a shared vision.5. Communicate the vision.6. Remove barriers to the change.7. Create short-term wins.8. Monitor progress, and adjust as required.

D. Organizational development1. Organizational development is a special approach to change in which you use the

employees themselves to diagnose and formulate the change that is required, andimplement it.

2. Action research is the basis for most organization development type efforts. Itinvolves gathering data and developing a team-plan solution.

3. Team building refers to special organizational development activities aimed atimproving the effectiveness of teams at work.

4. Sensitivity training seeks to accomplish increasing interpersonal sensitivity.

VI. Evaluating the Training and Development EffortA. Control led experimentat ion

1. The ideal method to use in evaluating a training programB. Training effects to measure

1. Reaction2. Learning3. Behavior4. Results

VII. Career Management

A. Introduction1. Developing employees is also dealing with employee career-development issues.

B. Career terminology1. Career-occupational position a person holds over the years2. Career management-a process for enabling employees to better understand and

develop their career skills3. Career development-a series of activities that contribute to a persons career

fulfillmentC. The employees role

1. Identify your occupational orientation.2. What do you want to do?Sometimes there is no good substitute for actually

trying a variety of jobs.D. The employers role in career management

1. Provide development initiatives:a) Provide each employee with a career development budget.b) Offer on-site career centers.c) Provide career-planning workshops.

2. The supervisors role


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a) Support subordinates career development needs.b) Schedule regular performance appraisals.c) Build your mentoring skills.

CHAPTER 10 - Using Motivation and Incentives

I. What Supervisors Should Know About Individual BehaviorA. Introduct ion

1. Behavioral differences reflect what psychologists call the law of individualdifferencespeople differ in personalities, abilities, self-concept, values, andneeds. (See Figure 10-1)

B. Personality and behavior1. Personality is defined as the characteristic and distinctive traits of an individual

and the way the traits interact to help or hinder the adjustment of the person toother people and situations.

2. Basic traits include: extraversion, emotional stability, agreeableness,conscientiousness, and openness to experience.

3. Personality is measured by the Myers-Briggs Type Indicator (MBTI).C. Abilities and behavior

1. Performance=Ability X Motivation2. Types of abilities include:

a) Thinking abilitiesb) Mechanical abilitiesc) Psycho motive abilitiesd) Visual skills

D. Perception and behavior1. Perceptions are the ways our personalities and experiences cause us to intercept

them.2. Stereotyping-tendency to stereotype people according to age, gender, race, or

national originE. Attitudes and behavior

1. An attitude is a tendency to respond to objects, people, or events in either apositive or a negative way.

2. Job satisfaction is an evaluative judgment about ones job.

II. Need-Based Approaches to Motivation

A. Introduct ion1. A motive is something that incites a person to action.2. Needs are motives which go unnoticed until proper conditions bring them forth.3. Aroused motives are motives that express themselves in behavior.

B. Maslow s Needs-Hierarchy Theory1. Physiological needs-basic needs2. Security needs-safety needs


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3. Social needs-having friends4. Self-esteem needsstatus, recognition, and achievement5. Self-actualization needsfulfillment of potential

C. Herzbergs Hygiene-Motivator Theory1. Divides Maslows hierarchy into lower-level (physiological, safety, and social)

needs and higher-level (ego and self-actualization) needs2. This theory states that the hygiene factors (working conditions, salary, and

supervision) do not motivate.3. The higher-level needs are motivator factors (opportunities for achievement,

recognition, responsibility, and challenge).D. Needs for achievement, power, and affil iation -David McClelland agrees with

Herzberg.1. Need for achievement-people with high needs to achieve have predispositions to

strive for success.2. Need for power-people with strong needs for power want to influence others.3. Need for affiliation-people with strong needs for affiliation are highly motivated to

maintain strong, warm relationships with other people.

III. Process Approaches to MotivationA. Introduct ion

1. Process approaches explain how motivation arises in terms of the decision-makingprocess.

B. Adams Equity Theory1. Adams Equity Theory assumes that people have a need to be treated fairly at

work.

2. Equity theory states that how people react at work depends on how they are paid.C. Lockes Goal Theory of Motivation

1. Goal theory assumes that people are motivated to achieve their goals.2. This theory suggests that setting goals is a simple, effective way to motivate

employees.D. Vrooms Expectancy Theory

1. Vrooms theory says that a persons motivation to exert some level of effort is afunction of the persons expectancy that his or her effort will lead to performance.

2. Without an expectancy that effort will lead to performance, no motivation will takeplace.

IV. Learning/Reinforcement ApproachesA. Introduct ion

1. Learning is a relatively permanent change in a person that occurs as a result ofexperience.

B. B.F. Skinner and operant behavior1. The process of operant conditioning attempts to strengthen the association

between the contingent reward and operant behavior.


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C. Behavior modification1. Changing or modifying behavior through rewards or punishment that is contingent

on performanceV. Motivation in Action: Ten Methods for Motivating Employees

A. Set goals1. Assign goals which are specific, measurable, challenging, and encourage

participation.B. Use pay for performance and incent ives

1. Pay for performance refers to any compensation method that ties pay to thequantity or quality of work the person produces.

C. Improve merit pay1. Merit raise-a salary increase, usually permanent, based on individual performance

D. Use recogni tion1. Recognizing an employees contribution is a simple and effective way to motivate

employees.E. Use posi tive enforcement

1. Any formal organization program aimed at improving employee performanceF. Use behavior management

1. Types of reinforcementa) Positive reinforcementb) Extinction-withholdc) Negative reinforcementd) Punishment-adding something undesirable to change behavior

2. The schedule of reinforcementa) Variable

b) ContinuousG. Empower employees

1. Giving employees some degree of control over their jobs (See Table 10-2)H. Enrich the job

1. Job enrichment is making a job more interesting and challenging.2. Use job design to manipulate the number and nature of activities in a job.

I. Use skil l-based pay1. Employers pay employees for their skills and knowledge, rather than for the jobs

they currently perform.J. Provide lifelong learning

1. A formal, usually companywide effort aimed at making sure employees have the

skills they need to work effectively throughout their careers


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CHAPTER 12 - Coaching and Communicating Skil ls for Leaders

I. Why there is more to communicating than just talkingA. Introduct ion

1. Misunderstandings, semantics, or even fear can distort the meaning of whatpeople think you are trying to say.

B. The communication process1. The communication process includes six main components:

a) Information sourceb) Signalc) Transmissiond) Destination or receivere) Noisef) Feedback (See Figure 12-1)

C. Noise: barriers to effective communication1. Ambiguous, muddled messages2. Semantics3. Physical barriers4. Loss of transmission5. Failing to communicate6. Competition barriers7. Not listening (need active listening skills)

D. Nonverbal communication1. People draw conclusions about who you are and what you mean from your

manner of speaking, facial expressions, and posture.2. Culture and diversitythe non-verbal aspect of communication complicates the

task of communicating with people from different cultures. Gestures have differentmeanings in different cultures.

E. Psychological barriers include:1. Perceptual barriersmisconceptions ruin communications.2. Experiential barrierspeoples experiences affect how they perceive things.3. Emotional barriersan angry person may ignore the most persuasive argument.4. Defensiveness barriersdefenses are adjustments people make, often without

thinking.

II. How to Improve Interpersonal CommunicationA. Introduct ion

1. Tasks that require interpersonal communication (communication between twopeople fill a supervisors day)

B. Guidelines for improving interpersonal communications1. Make yourself cleardo not garble the initial message.2. Be consistentmake sure your tone, expression, and words send a consistent


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meaning.3. Consider the distractionsphysical conditions will rarely be perfect. Deliver

important messages under relatively tranquil conditions.4. Confirm message receivedfeedback will allow you to confirm and reconfirm an

important message.5. Do not attack the persons defense; no one likes being criticized. The normal

reaction is to mount a defense.6. Be an active listener; active listening is taking steps to listen, not just to what the

speaker says, but to understand and respond to the feelings behind the words.a) Listen for total meaning.b) Reflect feelings.c) Note all cues.d) Give the person your full attention.e) Show that you are listening with an open mind.f) Encourage the speaker to give complete information.

C. How to be more persuasive1. How to be unpersuasive

a) Ignoreb) Do not listenc) Overwhelmd) Resiste) Argue

2. How to be more persuasivea) Establish your credibility.b) Persuade based on common ground.

c) Connect emotionally.d) Provide evidence.e) Use PowerPoint whenever it is available.f) Have the person make a commitment active, public, and voluntary.

D. How to improve your negotiating skills1. Four ways to hurt negotiations

a) Neglecting the other sides problemsb) Letting price overwhelm other interestsc) Being preoccupied with searching for common groundd) Neglecting the best alternative to a negotiated agreement

2. Negotiating guidelines

a) Leverageusing necessity, desire, competition, or time which can help orhinder the negotiator

b) Credibilitypeople on the other side know that you are not bluffing.c) The need for good judgment

III. Communicating Upward and DownwardA. Introduct ion


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1. A supervisor is often described as the man or woman in the middle. He or she isthe go-between relaying your bosss instructions downward and your employeesconcerns upward.

B. How to encourage upward communication1. Informal steps

a) Hold social gatherings.b) Hold regular meetings.c) Use performance appraisals.d) Grievances provide insights.e) Attitude surveysf) Suggestion systemsg) Open door policy

2. Formal stepsa) Employee hotlinesb) Employees appraise their supervisors.

C. Improving downward communication1. Open-book managementsharing the firms financial data with employees2. Dealing with rumorsusually a result when employees lack information and are

likely to speculatea) One way to head off rumors is to share information with employees.

IV. Coaching and Mentoring EmployeesA. Introduct ion

1. Coaching means educating, instructing, and training subordinates.2. Mentoring is advising, counseling, and guiding.

B. Building your coaching process skills1. What is the problem?some situations do not require coaching.2. Preparationunderstand the problem, the employee, and their skills.3. Discussionengage the employee, and formulate a plan of action.4. Active coachingwith agreement, start the actual coaching sessions.5. Follow-upcheck that your employee is still on track. (See Figure 12-3)

V. Using Other Important Communications MediaA. Guidelines for writ ten work

1. Supervisors have to put their ideas in writing all the time.a) Get to the point.

b) Make sense.c) Back up your assertions.d) Write for your audience.e) Readabilityf) Use common language.g) Use graphic aids.h) Write with conviction.


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1. The supervisor usually does the actual appraising; therefore, they must be familiarwith appraisal techniques in order to conduct appraisals fairly.

II. Tools for Appraising PerformanceA. Graphic rating scale method

1. A graphic rating scale lists traits and a range of performance for each trait. (SeeFigure 13-3)

2. Traits measure along generic job dimensions such as communication, teamwork,and quality, or you appraise the jobs actual duties.

B. Forced distribut ion method1. The forced distribution method is similar to grading on a curve.

C. Critical incidents1. With the critical incident method, you keep a log of positive and negative examples

(critical incidents) of a subordinates work-related behavior.D. Behaviorally anchored rating scales (BARS)

1. A behaviorally anchored rating scale is an appraisal tool that anchors a numericalrating scale with specific examples (critical incidents) of good or poor performance.(See Figure 13-8)

E. Management by object ives (MBO)1. You appraise your subordinate based on how well he or she achieved the goals

that you and he or she set.F. Computerized and web-based performance appraisal

1. These systems enable supervisors to keep computerized notes on subordinatesduring the year and then merge them into a performance appraisal.

III. Appraisal in PracticeA. Who should do the appraising?

1. Usually the employees direct supervisor since he or she is in the best position toevaluate the subordinates performance

2. Peer appraisalswith more firms using self-managing teams, these types ofappraisals have become popular.

3. Rating committees usually contain the employees supervisor and two or threeother supervisors.

4. Self-ratingemployees usually rate themselves higher than by supervisors orpeers; caution is advised in using this method.

5. Appraisal by subordinatesmany employers let subordinates rate their

supervisors performances.6. 360-degree feedbackratings are collected from supervisors, peers,

subordinates, and internal or external customers.

V. Appraisal Problems and How to Handle ThemA. Potential appraisal issues

1. Introductionappraisals that rely on rating scales are susceptible to several


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problems2. Unclear standards3. Halo effectthe influence of a raters general impression on ratings of specific

persons qualities.4. Central tendencyrating all employees averages5. Leniency or strictnessrating subordinates consistently high or low6. Recency effectsletting what the employee has done recently blind you to what

his or her performance has been over the year7. Biassome biased appraisals are based on the raters personality.

B. Five guidelines for holding effective appraisals1. Know the problem.2. Use the right appraisal tool.3. Keep a diary.4. Get agreement on a plan.5. Be fair.

C. Appraisals and the law1. Inept appraisals can cause legal problems for the employer.2. Guidelines for a legally defensible appraisal (See Figure 13-11)

V. The Appraisal Interview and Taking Corrective ActionA. Types of appraisal interviews:

1. Satisfactorypromotable2. Satisfactorynot promotable3. Unsatisfactory but correctable4. Unsatisfactory but uncorrectable

B. How to conduct the appraisal interview1. Five main factors to keep in mind when conducting the interview:

a) Preparation is essential.b) Talk in terms of objective work data.c) Do not get personal.d) Encourage the person to talk.e) Get agreement.

C. Taking corrective action1. Know how to criticize a subordinatelet the persona maintain his or her dignity.2. Know how to handle a defensive subordinatedenial, anger, and aggression.3. Know how to handle a formal written warningmay shake up the employee and

provide a documented record of your appraisal

VI. Using Performance ManagementA. What is performance management?

1. Performance management is the continuous process of identifying, measuring,and developing the performances of individuals and teams and aligning theirperformances with the organizations goals.


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B. Using performance management1. Such a program typically contains the following elements:

a) Direction sharingb) Goal alignmentc) Ongoing performance monitoringd) Ongoing feedbacke) Coaching and developmental supportf) Rewards, recognition, and compensation

CHAPTER 14 - Supervis ing Ethics , Fair Treatment, and Disc ipline at Work

I. Treating Subordinates FairlyA. The Effects of Workplace Unfairness

1. Employees of abusive supervisors are likely to report lower job and life satisfactionand higher stress.

2. Mistreated employees exhibit more workplace deviance.B. Why treat employees fairly?

1. Treating people fairly relates to a wide range of positive employee outcomesincluding:a) Enhanced commitmentb) Satisfactionc) Organizational citizenship

C. What causes unfair behavior?1. Some supervisors are not cut out for the job.2. Supervisors who see themselves as treated unjustly tend to be abusive toward

subordinates.D. Supervisors fairness guidelines

1. Involve employees in the decisions.2. Make sure everyone involved understands why final decisions are made.3. Make sure that everyone knows up front by what standards you will judge him or

her.

II. Understand the Role of Ethics at WorkA. What are ethics?

1. Ethics are the principles that something is good or bad, right or wrong, and betteror worse.

2. Morality is societys highest accepted standards of behavior.3. Why study ethics?everything supervisors do has ethical consequences.

B. What determines ethical behavior at work?1. It has been found that there is no smoking gun determining ethical behavior.2. Some people are inclined to make unethical decisions.3. Some ethical dilemmas are ripe for unethical choices.4. Some environments will foster unethical choices.


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C. What can your subordinate, you, and your employer do to boost chances thateveryones decisions wi ll be ethical?1. The employee can shoulder much of the credit (or blame) for ethical choices.2. The supervisor, by setting a good example, can observe much less misconduct.

Supervisors can create the right organizational culture, appraise fairly, and use fairreward and disciplinary systems.

3. The employer can create an ethics core to memorialize the standards to which theemployer expects its employees to adhere. The employer can also enact awhistleblower policy.

4. Selectionthe organization can hire more ethical people.5. The employer can create an ethics training program which is mandatory.

III. Managing Employee Discip line and PrivacyA. Introduct ion

1. The purpose of discipline is to encourage employees to adhere to rules andregulations. Discipline is necessary when an employee violates a rule.

B. Basics of a fair and just disciplinary process1. Clear rules and regulationspoor performance is not acceptable.

C. Discipline without punishment1. Punishment tends to gain short-term compliance, but not the long-term

cooperation employers often prefer.2. Steps in the punition disciple:

a) Issue oral reminder.b) Issue a formal reminder the second time.c) Give a paid one-day leave.

d) After that time, purge the file.D. Employee privacy

1. Invasions of privacy are neither ethical nor fair.E. Employee monitoring

1. Over half of employers monitor their employees email, phone lines, and websites.a) The electronic communications privacy act (ECPA) protects against

invasion of privacy.

IV. Managing DismissalsA. Dismissal

1. Dismissal is the most drastic disciplinary step the employer can take.

B. Termination at will1. Termination at will is the employee or employer terminating the employment

relationship without a contract.C. Wrongful discharge

1. There are protections against wrongful discharge when the employer fails tocomply with contractual arrangements including employee manuals.

D. Grounds for dismissal


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1. Unsatisfactory performancepersistent failure to perform assigned duties or tomeet prescribed job standards

2. Lack of qualifications-employees inability to do the assigned work3. Changed requirements of the jobinability of employee to do job after the

employer changed the nature of the job4. Misconducta deliberate and willful violation of the employers rules including

stealing, rowdy behavior, or insubordinationa) Insubordination is a form of misconduct referring to disobedience and/or

rebelliousness.E. Fairness in dismissals

1. Employee was given full explanation for the termination, and the employerfollowed a multi-step procedure (progressive).

F. Securi ty measures1. Use of a checklist to ensure that dismissed employees return all keys and

company propertyG. Personal supervisory liability

1. Ways to avoid personal liability:a) Know employment-related laws.b) Follow company policies and procedures.c) Use consistent application of the rules.d) Allow employee to present his or her side of the story.e) Do not act in anger.f) Utilize the human resources department for advice.

H. The termination interview1. Guidelines for interview

a) Plan the interview carefully.b) Get to the point.c) Describe the situation.d) Listen.e) Review elements of severance package.f) Identify the next step.

I. Bumping/Layoff procedures1. A layoff refers to having some employees take time off with the expectation that

they will come back to work.2. A layoff is not a termination which is permanent.3. Bumping procedures allow employees to use their seniority to remain on the job.

This procedure is usually based on a contractual obligation.

CHAPTER 15 - Supervis ing Grievances and Labor Relations

I. Do Unions Matter?A. Introduct ion

1. Around 12.4% of the men and women working in this country belong to unions.


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2. Many are still blue-collar workers, but doctors, psychologists, and governmentoffice workers are joining unions.

B. Why do workers organize?1. Research shows that employees turn to unions at least partly because they seek

protection against the employers whims.C. What do unions want? What are their aims?

1. Union securityunions seek to establish the right to be the exclusive bargainingagent for all employees in the five types of union security that are possible.a) Closed shopthe company can hire only current union members.b) Union shopthe company can hire non-union people, but they must join

the union after a prescribed period and payment of dues.c) Agency shopemployees who do not belong to the union still must pay

an amount equal to union dues.d) Maintenance of membershipemployees do not have to belong to the

union, but union members must maintain membership in the union.2. Right to worka provision banning the requirement of union membership as a

condition of employmentD. The AFL-CIO

1. The American Federation of Labor and Congress of Industrial Organizations is avoluntary federation of about 56 national and international unions.

E. Unions and the law1. Norris-LaGuardia (1932)each employee has the right to bargain collectively free

of restraint.2. Wagner Act (1935)banned certain unfair labor practices and created the

National Labor Relations Board (NLRB) to enforce these provisions

3. Taft-Hartley Act (1947)prohibited the unions from unfair union labor practicesa) Unions banned from restraining employees from their bargaining rights.b) Unfair for union to cause an employer to discriminate against an employeec) Union must bargain in good faith with the employer.d) Union cannot engage in featherbedding.

4. Landrum-Griffin Act (1959)the aims were to protect union members frompossible wrongdoing by their own unions.

II. What the Supervisor Should Know About the Union Drive and ElectionA. Basic steps in the process

1. Step 1: Initial contactthe union sizes up the employees interest in organizing

and establishes an organizing committee.2. Step 2: Obtaining authorization cardsin order for the union to petition the NLRB

for the right to hold an election, it must show that enough employees may beinterested in organizing.

3. Step 3: Hold a hearing to show enough evidence to hold an election.4. Step 4: The campaigna period which precedes the election in which both the

union and the employer appeal to employees for their votes


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5. Step 5: The electiona secret ballot election directed by the NLRBB. The supervisors role

1. Supervisors are an employers first line of defense when it comes to the unionizingeffort.

2. Supervisors do not want to be involved in unfair labor practices which could causethe NLRB to hold a new election or forfeit the second election.

3. Supervisors are directed not to threaten, spy, interrogate, or make promises toemployees.

III. What to Expect During the Collective Bargaining ProcessA. What is collect ive bargaining?

1. To bargain collectively is requiring both management and labor to negotiate wage,hours, terms, and conditions of employment in good faith.

B. What is good faith?1. Both parties communicate and negotiate, match proposals with counterproposals,

and make every reasonable effort to arrive at an agreement.C. The negotiating team

1. Both the management and union teams have done their homework to prepare forbargaining.

D. Bargaining items1. See Table 15-1 which presents some of the 70 or so mandatory bargaining items.

E. Bargaining stages1. Impasse occurs when the parties are not able to move further toward settlement.2. Mediation is a neutral third party who tries to assist the principles in reaching

agreement.

3. Arbitration is a third party intervention with the power to dictate the settlementterms.

4. Striking is the withdrawal of labor.5. Corporate campaignan organized effort by the union that exerts pressure on the

employer, their shareholders, corporate directors, customers, or creditors.F. The contract agreement

1. A 20-30 page document which contains general declarations of policy or detailedrules and policies

G. How to handle grievances1. The contracts grievance procedure provides an orderly system which helps

determine whether some action violated the contract (involves interpretation only).

2. Sources of grievancesa) Absenteeismb) Insubordinationc) Plant rulesemployee handbook

3. The grievance procedure (See Figure 15-4)

IV. What is Next for Unions?


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A. Why the union decl ine?1. Unions traditionally appealed mostly to blue-collar workers who have been on the

decline for the past 60 years.2. Globalization increases competition and increases pressures on employers to cut

costs and boost productivity (deregulation and outsourcing).3. New union tactics replace the secret ballot elections with a card check system and to unite wholeindustries to bargain with one union.

CHAPTER 16 - Protecting Your Employees Safety and Health

I. Why is Safety Important?A. Introduct ion

1. Workplace accidents in the U.S. cause over 3.8 million occupational injuries andillnesses per year.

B. The employers role in safety1. A good safety record is partly due to an organizational commitment to safety.2. What top management can doemployers should institutionalize top managements

commitment with a safety policy and publicize it.3. What the supervisor can dosafety inspections should always be part of the

supervisors daily routine.

II. What Supervisors Should Know About Occupational Safety Law (OSHA)A. Introduct ion

1. The Occupational Safety and Health Administration Law (OSHA) was passed in 1970with a main purpose to set and enforce the safety and health standards for almost all

workers in the U.S. The Department of Labor enforces these standards.B. OSHA standards and record keeping

1. OSHA operates under the general standard clause that employers will furnish to eachemployee a place of employment free of recognized hazards.

2. Employers with 11 or more employees must maintain records of and report certainoccupational injuries and occupational illnesses (See Figure 16-3).

C. Inspections and citations1. OSHA enforces its standards through inspections and citations if necessary. The

inspection is usually unannounced.2. Inspection priorities use the worst-first approach with imminent dangers being

highest.

3. Supervisor inspection guidelinesa) Initial contactcheck inspectors credentials.b) Opening conferenceestablish focus and scope of inspection.c) Walk-around inspectionaccompany the inspector.

D. Responsibil ities and rights of employers and employees1. Employers are responsible for providing a safe workplace, and employees are

responsible for complying with all applicable OSHA standards.


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III. What Causes Accidents?A. Unsafe condi tions are the main cause of accidents including:

1. Poorly guarded equipment2. Defective equipment3. Hazardous procedures4. Unsafe storage5. Improper illumination6. Improper ventilation

B. Danger zones1. The most serious accidents usually occur by metal and woodworking machines and

saws or around transmission machinery.C. What causes workers to act unsafely?

1. Employee misconduct, poor working conditions, and improper training cause anemployee to behave in an unsafe manner.

2. Some workers may just be accident-prone.

IV. How Employers and Supervisors Can Prevent AccidentsA. Accident prevention boi ls down to two basic activi ties: reducing unsafe conditions

and reducing unsafe acts.1. Reducing unsafe conditions to identify and remove potential hazards2. Personal protective equipmentthe re-engineering of and moving of unsafe

conditions is the long-term goal; use personal protective equipment in the mean time.3. Reducing unsafe acts through careful screening of new employees4. Reducing unsafe acts through training (especially new employees)

5. Reducing unsafe acts through motivation: posters, incentives, and positivereinforcement

6. Use employee participation.7. Conduct safety and health audits and inspections.

B. The supervisors role in controlling workers compensation costs1. Before the accidentstart controlling workers compensation claims before the

accident happens; take all the safety steps described (See Figure 16-1).2. After the accidentbe supportive and proactive; provide first aid, get medical

attention, and show interest.C. Workplace health hazards

1. Chemicals and industrial hygienerecognition of possible exposed hazards,

evaluation of how severe the hazard is, and the control phase (eliminating or reducingthe hazard)

2. Asbestos exposurea major concern as one of four major sources of occupationalrespiratory diseases

3. Infectious diseasesto prevent their entry or spreading in the workplace4. Alcoholismeffects can be severe including work decline, absenteeism, on-the-job

accidents, and the potential endangerment of other employee


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5. Substance abusescreening out abusers is the first line of defense. Currentemployees with this problem may face disciplinary action, discharge, in-housecounseling, or referral to an outside agency.

6. Dealing with stress, burnout, and depressiona) Stressfor the employer, consequences include diminished performance,

absenteeism, and turnover. For the employee, consequences include anxiety,depression, anger, heart disease, and accidents.

b) Burnoutthe total depletion of physical and mental resources caused byexcessive striving to reach an unrealistic work-related goal

c) Depressiona serious problem at work; depressed people tend to have worsesafety records.

7. What supervisors should know about violence at workviolence against employeesis a huge problem at work. Steps which can reduce workplace violence include:a) Heightened security measuresb) Improved employee screeningc) Paying attention to red flags at workd) Dealing with angry employeese) Dismissing violent employees (caution advised)

D. Setting up a basic security program and installing:1. Natural securityfacilities architectural features like unlit spots in parking lot2. Mechanical securitysystems like locks, alarms, access control and surveillance

systems3. Organizational securityusing effective supervision to improve security; including proper trainingand motivation of security staff

GERH 6030: Study Guide Themes on Supervision and Leadership in a Changing World

Last Review: 12/05/2012, Carmen I. Figueroa, Ph.D.

Study Guide_Themes on Supervision and Leadership in a Changing World

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