CH-1-3 The Strategic Role Of Human Resources Management – Management of Human Resources: The Essentials : Book Guide

This Document Contains Chapters 1 to 3 PART ONE: HUMAN RESOURCES MANAGEMENT IN PERSPECTIVE CHAPTER 1 THE STRATEGIC ROLE OF HUMAN RESOURCES MANAGEMENT REVIEW AND DISCUSSION QUESTIONS 1. Describe the transformation that HR underwent over the years. Discuss how changes in internal and external factors contributed to the evolution in HR. (p. 3 – 10) The role of HR is moving away from the traditional operational/administrative role, where HR professionals hire and maintain employee records, and then manage employee separations into a more strategic role, where HR is focused on ensuring that the organization acquires, develops and retains the most effective human capital to achieve its strategic goals. The evolution took place during four phases in which HR replaced administrative tasks with more strategic tasks. Factors driving the change included a heavy focus on productivity beginning with scientific management, increased unionization due to dissatisfaction with the sharing of gains from scientific management, increased employment laws and legislation, and technological advances that enabled outsourcing. 2. Describe the role of HR in strategy formulation and strategy implementation. (p. 7 -8) Organizations are increasingly viewing the HR department as an equal partner in the strategic planning process, in contrast to the past when HR input was not sought during strategic planning. HR professionals, together with line managers play a key role in identifying and analyzing external opportunities and threats that may be crucial to the organization’s success. HR professionals can also add value to the strategy formulation process by supplying information regarding the company’s internal strengths and weaknesses, particularly as they relate to the organization’s workforce. Strategy execution is typically the area where HR makes the biggest strategic contribution. For example, HR professionals are heavily involved in the execution of downsizing and restructuring strategies through establishing training and retraining programs, arranging for outplacement services, instituting pay-for-performance plans, and helping to redesign jobs. HR specialists are expected to be change agents who lead the organization and its employees through organizational change. 3. Describe how the external environment influences HR. (p. 11 – 16) External environmental factors cited as driving the strategic focus of HRM are: overall economic conditions, labour market issues, technology, globalization, government, and environmental concerns. Students should discuss how these affect HRM e.g. economic conditions affect unemployment rates, which affect supply of labour. Economic conditions also affect demand for products and services which affects the demand for labour. Students should not discuss internal factors, such as organizational culture organizational climate, or management practices. 1. Economic Conditions: Economic fluctuations impact HR decisions such as hiring, compensation, and benefits. During economic downturns, HR may focus on cost-cutting measures like layoffs or reducing benefits to maintain financial stability. Conversely, during periods of economic growth, HR may concentrate on recruitment and retention efforts to attract and retain top talent. 2. Legal and Regulatory Factors: HR must comply with various labor laws and regulations, including those related to equal employment opportunity, minimum wage, working hours, and safety standards. Changes in legislation or legal rulings can necessitate adjustments in HR policies and procedures to ensure compliance and mitigate legal risks. 3. Technological Advances: Technological advancements continually reshape the workplace, affecting HR functions such as recruitment, training, and performance management. HR professionals must stay abreast of emerging technologies to leverage tools like applicant tracking systems, e-learning platforms, and data analytics for more efficient and effective HR processes. 4. Social and Cultural Trends: Shifting social and cultural norms influence HR practices, particularly in areas such as diversity and inclusion, work-life balance, and employee wellness. HR may need to revise policies and programs to accommodate changing societal expectations and foster a supportive and inclusive work environment. 5. Demographic Changes: Demographic shifts, such as an aging workforce, generational diversity, and global migration patterns, impact HR strategies related to workforce planning, succession management, and talent development. HR professionals must adapt their approaches to attract, engage, and retain employees from diverse demographic backgrounds. 6. Globalization: Globalization expands the scope of HR responsibilities, requiring HR professionals to manage diverse teams across multiple locations and navigate cultural differences. International expansion also necessitates compliance with varying labor laws and regulations in different countries, presenting additional challenges for HR practitioners. 7. Competitive Landscape: HR strategies are influenced by the competitive environment within industries. To attract and retain top talent, HR must differentiate the organization as an employer of choice through competitive compensation packages, employee benefits, career development opportunities, and a positive workplace culture. 4. Differentiate between organizational culture and organizational climate. (p. 17) Organizational culture consists of the core values, beliefs, and assumptions that are widely shared by members of an organization. It serves a variety of purposes: communicating "what the organization believes in" and "stands for”; providing employees with a sense of direction and expected behaviour (norms); shaping employees' attitudes about themselves, the organization, and their roles; creating a sense of identity, orderliness, and consistency; and fostering employee loyalty and commitment. A positive culture leads to loyalty and commitment; a negative culture has the opposite effect. Organizational climate refers to the prevailing atmosphere that exists in an organization and its impact on employees. The major factors influencing climate are management's leadership style, HR policies and practices, and amount and style of communication. The type of climate that exists is generally reflected in the level of employee motivation, job satisfaction, performance, and productivity, and thus has a direct impact on organizational profits and/or ongoing viability. 5. Describe the multiple jurisdictions related to employment legislation affecting HRM in Canada (p. 14 – 15) Each province and territory, 13 in all, has its own human rights, employment standards, labour relations, health and safety, and workers’ compensation legislation. Some jurisdictions have pay and employment equity, while others don’t. Some companies are under federal legislation and others provincial. About 10% of the Canadian workforce is federally regulated; these include employees of the federal government, banks, airlines, national railways, and the armed forces. However, there are some laws that apply to all employers and employees across Canada. These are Employment Insurance (EI) and the Canada/Quebec Pension Plan. 6. Describe the six core competencies required of HR professionals. Identify how these competencies are also embedded in the roles of line managers, senior managers, and Clevel executives in an organization. (p. 6 – 8) The six core competencies of HR professionals are Credible Activist, Culture/Change Steward, Talent Manager/Organizational Designer, Strategy Architect, Operational Executor, and Business Ally (see Figure 1.3, p. 7): • Credible Activists are respected and trusted and actively take positions, often challenging assumptions, sharing this role with many CEOs. • Culture/Change Stewards understand, guide, and react to both internal and external stakeholder expectations. They are responsible for shaping and supporting a culture of change as well as developing change management programs, strategies, and projects. This role is shared with line managers who understand their employees and must implement change programs. • Talent Managers/Organizational Designers embed theory, research and practice into processes, policies, and structures of an organization to facilitate effective movement of employees into, out of, and within the organization. At the same time they work together with line managers to lower labour costs (turnover, absenteeism, occupational health and safety). • Strategy Architects work with the senior management team to formulate organizational strategy. • Operational Executors act as change agents to align operations with current strategy, working with managers throughout the organization, but also maintain their traditional role of drafting employee-related policies. • Finally, Business Allies scan the environment to identify external opportunities and threats, sharing their findings with other environmental scanners. They also act as a Business Ally in terms of sharing up to date information on internal strengths and weaknesses, when it comes to existing human capital. 7. Explain how HR has become professionalized and describe the value of this professionalism. (p. 18 – 19) HRM has adopted the characteristics of a profession, namely a common body of knowledge, certification of members, self-regulation mechanisms, professional code of ethics, requiring training and on-going skill development, maintenance and socially responsible use of professional competence. The Canadian Council of Human Resources Associations (CCHRA) is the national body through which ten provincial and specialist HR associations are affiliated. It oversees the standards of the HR profession. The value of this professionalism is that it raises the credibility of HR professionals in the eyes of senior management, promotes sharing of best practices across organizations, ensures HR professionals are prepared to deal with the full range of HR issues, and increases the probability that the organization can avoid legal problems. CRITICAL THINKING QUESTIONS (page 22) 1. Explain how demographics and workforce diversity have had an impact on the organization in which you are working or one in which you have worked. What policies or practices did managers or HR in the organization have in place to help assist with the management of a diverse internal labour force. As a starting point they should list the demographic differences that they have noticed at work. They may have noticed multiple generations, ethnic and/or racial diversity, gender desegregation (females doing traditionally male jobs, and vice versa), workers with different levels of education, and workers with different physical and intellectual abilities. They have possibly noticed the trend to non-standard/contingent labour; for example, they may have noticed a trend towards part-time or contract employment. Their answer should then move onto how diversity has affected the workplace; is it less harmonious, more creative, or more cliquish? Finally they should attempt to identify ways in which the organization tries to meet the needs of different types of workers while not appearing to favour one group over another. These might include leave and retirement programs, orientation and training on working with others, more empowerment, more teamwork, lateral career moves, tuition reimbursement, and accommodation of disabled workers. They may also have experienced diversity management initiatives that seek to educate workers about world religions and cultural practices in different countries. Some organizations may offer telecommuting and/or childcare, as well as health and fitness/wellness programs and employee assistance programs. 2. Explain how changing economic and competitive pressures have had an impact on the organization in which you are working or one in which you have worked. How has your business responded to these pressures? Economic conditions (unemployment, inflation, interest rates, and/or exchange rates) and competitive pressures (competitor offerings, pricing, or control of materials or distribution) affect demand for goods and services, indirectly affecting supply and demand for labour. While they might talk about how their organization has responded through changes to marketing, production or e-commerce, they should make a connection to how those changes impacted HR. E.g. if the company dropped its prices did it put in a hiring freeze or layoff people? If economic conditions improved did they hire more full-time people or just give more overtime to current workers? 3. A firm has requested your assistance in ensuring that their multigenerational workforce functions effectively as a team. What strategies and/or programs would you recommend? Why? Answers should focus on the fact that three types of programs are required: (a) activities/training to promote an understanding of and respect for values, priorities, and differences associated with the members of the baby boom generation, Generation X and Generation Y, and an appreciation of the benefits associated with having a multigenerational workforce; (b) work/life support programs to enable all employees to effectively balance their work and nonwork responsibilities, such that they can devote the expected time and attention to their work duties; and (c) activities/programs to enhance teamwork skills, which are not innate and must be learned. For any such initiatives to be successful there must be support from senior management (in terms of financial and human resources) and a commitment to multigenerational teams by senior managers, since they set the tone and example. The fact that employees of all ages are truly valued must be embedded in the corporate culture and reflected in all HRM policies, procedures, activities and decisions, such as training program admission, transfer and promotion decisions, communications initiatives, etc. The firm’s commitment to a multigenerational workforce must be reflected in recruitment advertising and discussed during the selection process to ensure that individuals thinking about joining the firm understand the expectations related thereto. Support and/or mentoring programs should be considered, since they can be very effective in breaking down barriers and increasing understanding. For example, an older employee might be asked to mentor a younger employee to prepare him/her for a specific advancement opportunity. A younger employee might be asked to provide an older employee with some computer skills coaching. Building effective teams (whether multigenerational or not) requires training in setting and achieving group goals, team roles and responsibilities, group problem solving and decision making, handling conflict, and effective communication strategies. Confidential assistance should be available to provide guidance/advice to employees in how to handle specific situations, so that any problems/misunderstandings can be dealt with as they arise. 4. Choose a non-HR role you have had in your previous jobs. Identify how you have used the core competencies of HR professionals in that role, and how it affected your job performance. Their answer should touch on each of the six core competencies (see Figure 1.3). Being a credible activist means building trust while challenging assumptions about existing policies and procedures. Being a culture and change steward means helping to promote and implement change and develop employee engagement that is aligned with the organization’s culture. NonHR employees can also act as talent managers/organizational designers by identifying ways to lower labour costs by changing organizational policies and/or processes. Being a strategy architect is probably the core competency that they may not have experienced but some may have had a role in providing information into the strategy formulation process. As an operational executor non-HR employees play a large role in providing information to HR about company policies and procedures that may need to be changed to help the organization become more responsive, because they are closer to the customer. Everyone in the organization should act as a business ally and share information that is relevant to external opportunities and threats and internal strengths and weaknesses. Teaching Tip: Some of these questions may have to be revised depending on the composition of your class. If you have a predominantly young and relatively inexperienced group of give them an assignment requiring them to ask these questions of an older relative who has been in the workforce for more than 10 years. EXPERIENTIAL EXERCISES (page 22) 1. Working alone or with a small group of classmates, interview an HR manager and prepare a short essay regarding his or her role in strategy formulation and implementation. Here the student should consider the responsibilities of the actual role and compare it to the discussion in the text. Is the role strategic or is it more administrative? What core competencies has the HR manager used in the past? Identify what actions the HR managers took that contributed to strategy formulation versus those that contributed to strategy implementation. What gap or opportunity did the HR strategy intend to address? What is the link between HR strategy and organizational strategy? How was the strategy implemented? What were the outcomes? 1. Strategic Alignment: The HR manager plays a pivotal role in aligning HR initiatives with the organization's overall strategic objectives. This involves understanding the business goals and identifying how HR practices can support them, whether it's through talent acquisition, training and development, or performance management. 2. Talent Management: A significant aspect of HR's role in strategy formulation is talent management. The HR manager may discuss how they assess current workforce capabilities, identify skill gaps, and develop strategies to attract, retain, and develop talent that aligns with the organization's strategic needs. 3. Change Management: Implementing strategic initiatives often requires organizational change, and HR is instrumental in managing this process. The HR manager may discuss their involvement in communicating changes to employees, addressing resistance, and facilitating training and development to support successful implementation. 4. Metrics and Analytics: In today's data-driven environment, HR managers increasingly rely on metrics and analytics to inform strategic decision-making. The interviewee may talk about how they use HR data to measure the effectiveness of HR programs, track progress towards strategic goals, and identify areas for improvement. 5. Collaboration with Leadership: Collaboration between HR and organizational leadership is essential for effective strategy formulation and implementation. The HR manager may discuss their involvement in strategic planning meetings, providing HR insights and expertise to inform decision-making at the highest levels of the organization. 6. Continuous Improvement: Strategy formulation and implementation are iterative processes, and HR plays a role in continuously evaluating and refining HR practices to ensure they remain aligned with evolving business needs. The interviewee may discuss how they monitor the effectiveness of HR strategies and make adjustments as necessary to drive better outcomes. 2. Review job ads for five senior HR roles on job posting websites or corporate websites. Identify common competencies required for those roles as per the ads. Contrast these required competencies (both implied and explicit) with the core HR professional competencies highlighted in this chapter. Discuss the most consistently required competency and the impact of that competency on organizational success. Answers will vary somewhat depending on what postings were available at the time of their search. Ideally the postings should have Director, Vice President, or Assistant Vice President in the title; Manager is acceptable only if no other postings are available and it is for a large organization. Their answer should copy and paste language used in the posting to the one or more of the six core competencies. They may choose to use a table for this purpose. Quotations from job advertisements should be properly cited. The explicit information may come easily but they will have to interpret other parts of the job specification (knowledge, skills, abilities, and other characteristics/credentials) in order to uncover implicit requirements. The most consistently required competency should be the one with the most matches to job posting content. Upon reviewing job ads for five senior HR roles, several common competencies emerged. Across various postings, the following competencies were consistently highlighted: 1. Strategic Thinking: Senior HR roles often require individuals capable of aligning HR strategies with organizational objectives, demonstrating a deep understanding of business goals, and proposing innovative HR solutions to drive organizational success. 2. Leadership and Influence: Strong leadership skills, including the ability to inspire, motivate, and influence others, were frequently emphasized. Senior HR professionals are expected to lead HR teams effectively, build strong relationships with stakeholders, and drive change initiatives within the organization. 3. Communication and Collaboration: Effective communication skills, both verbal and written, were highlighted as essential for senior HR roles. Additionally, the ability to collaborate across departments and influence decision-making processes through effective communication was emphasized. 4. Change Management: Given the dynamic nature of business environments, senior HR professionals are expected to possess change management skills, including the ability to lead organizational change initiatives, anticipate and address resistance to change, and facilitate smooth transitions. 5. Strategic Talent Management: Competencies related to talent acquisition, development, and retention were consistently required. Senior HR roles often entail developing and implementing talent management strategies to attract, develop, and retain top talent aligned with organizational needs. Contrasting these required competencies with the core HR professional competencies highlighted in the chapter, it is evident that while there is some overlap, senior HR roles place a stronger emphasis on strategic leadership and business acumen. While core HR competencies such as employee relations, compensation, and benefits management are essential, they are complemented by a broader skill set focused on driving organizational strategy and fostering a culture of innovation and excellence. Among the consistently required competencies, strategic thinking emerged as particularly impactful on organizational success. Senior HR professionals who possess the ability to align HR strategies with broader business objectives can contribute significantly to organizational performance and competitiveness. By understanding the organization's goals and challenges, they can design HR initiatives that support strategic priorities, enhance employee engagement and productivity, and ultimately drive sustainable growth and success. In conclusion, while core HR competencies remain fundamental, senior HR roles require a broader skill set focused on strategic leadership, change management, and collaboration to effectively contribute to organizational success in today's dynamic business environment. Among these competencies, strategic thinking stands out as crucial, as it enables HR leaders to align HR strategies with organizational goals and drive positive outcomes for the organization as a whole. 3. Review job ads for five executive roles (such as CEO, vice-president, or president) on job posting websites or corporate websites. Identify common competencies required for those roles as per the ads. Contrast these required competencies (both implied and explicit) with the core HR professional competencies highlighted in this chapter. Discuss the most consistently required competency and how it is important in non-HR roles. Answer will vary depending on postings selected; all postings should be for non-HR executive roles e.g. Vice President, Marketing or Chief Information Officer. The first part of their answer should identify commonalities across these postings e.g. leadership, vision, etc. Then the second part of their answer should match these commonalities against the six HR core competencies. This may take some work as executive postings are often worded quite broadly and requirements may not have an obvious match at first glance. However, they should be able to find that one of the six competencies appears more frequently/has more emphasis in executive roles. Their answer is not complete if they do not discuss the importance of this HR competency in a non-HR role. Upon reviewing job ads for five executive roles, including CEO, vice-president, or president positions, several common competencies emerged as essential for success in these roles: 1. Strategic Leadership: Executives are expected to provide visionary leadership, set strategic direction, and make high-stakes decisions that impact the organization's long-term success. 2. Business Acumen: A deep understanding of business operations, financial management, market dynamics, and industry trends is crucial for executives to effectively drive organizational growth and profitability. 3. Communication and Influence: Executives must possess exceptional communication skills to articulate vision, inspire teams, build strategic partnerships, and influence stakeholders at all levels. 4. Innovation and Change Management: Executives are often tasked with driving innovation, fostering a culture of continuous improvement, and effectively managing organizational change to stay competitive in evolving markets. 5. Relationship Building and Networking: Building strong relationships with internal and external stakeholders, including investors, clients, partners, and industry peers, is essential for executives to create opportunities for collaboration and growth. Contrasting these required competencies with the core HR professional competencies highlighted in the chapter, it is evident that while there may be some overlap, executive roles place a stronger emphasis on strategic leadership, business acumen, and relationship management. While HR professionals also require strong communication skills and change management abilities, executives must possess a broader skill set to navigate complex business challenges and drive organizational success at the highest levels. Among the consistently required competencies for executive roles, strategic leadership stands out as particularly important in non-HR roles. Strategic leadership encompasses the ability to develop and execute a compelling vision, make strategic decisions under uncertainty, and mobilize resources to achieve organizational goals. This competency is crucial for executives across all functions, as it enables them to steer the organization through periods of change, capitalize on emerging opportunities, and drive sustainable growth. In non-HR roles, such as CEO or president, strategic leadership is essential for setting the overall direction of the organization, aligning resources with strategic priorities, and creating a culture of innovation and excellence. Executives who possess strong strategic leadership skills can inspire confidence among stakeholders, drive organizational performance, and position the organization for long-term success in competitive markets. In conclusion, while core HR competencies remain valuable, executive roles require a broader skill set focused on strategic leadership, business acumen, and relationship management to effectively drive organizational success. Among these competencies, strategic leadership stands out as critical for executives in non-HR roles, as it enables them to navigate complex business challenges and drive sustainable growth and innovation across the organization. 4. According to a 2012 study of the world’s most attractive firms (released by Univer sum), the top 10 employers for career seekers with a business background were (in priority order): Apple, Google, Government of Canada, Bank of Canada, Microsoft, Royal Bank of Canada, Facebook, Air Canada, Canadian Revenue Agency and BMW. In groups, review the company websites of these organizations to determine the corporate strategy, objectives, and markets that these organizations target. As a team, discuss the similarities and differences among the strategies, objectives, and markets of these 10 employers. Explain how these factors might affect Generation Y perceiving these companies as desirable employers. An efficient way for students to tackle this question is to set up a table in which they can record information that they obtain from the website and/or annual reports. They should then briefly summarize points of similarity, but spend more time on points of difference. For instance, do some of the employers have the same target market but different strategies? How do objectives differ across employers in terms of growth or market position? For the final part of the question they should draw on the information about Generation Y in Table 1.2 and the text (both on p. 13) rather than simply drawing on their own personal opinions. Two key characteristics of Generation Y are that they are eager to accept new challenges and are innovative and creative. If they do not find a match in company’s strategy or goals (e.g. entry into new markets, research and development goals) then they may not find certain employers as attractive. Similarities: 1. Innovation Focus: Companies like Apple, Google, Microsoft, and Facebook are renowned for their innovation-driven cultures. Their corporate strategies prioritize continuous innovation, product development, and technological advancement to maintain a competitive edge in their respective markets. 2. Global Presence: Many of these companies, including Apple, Google, Microsoft, and BMW, have a strong global presence. Their corporate strategies emphasize expansion into international markets, catering to diverse consumer preferences and capitalizing on global economic opportunities. 3. Talent Development: These companies prioritize talent development and employee growth. They offer comprehensive training programs, career advancement opportunities, and attractive benefits packages to attract and retain top talent. Differences: 1. Industry Focus: While some companies operate primarily in the technology sector (e.g., Apple, Google, Microsoft, Facebook), others span different industries such as finance (e.g., Bank of Canada, Royal Bank of Canada), transportation (e.g., Air Canada), and automotive (e.g., BMW). Each company's corporate strategy reflects the specific opportunities and challenges within its industry. 2. Government vs. Private Sector: The presence of government entities like the Government of Canada and the Canadian Revenue Agency alongside private sector companies highlights a mix of public and private sector employment opportunities. Government organizations may prioritize public service and regulatory objectives, while private sector companies focus on profitability and shareholder value. 3. Customer Base: The target markets and customer segments vary across these companies. For example, Apple and BMW target consumers seeking premium products, while companies like Google and Facebook cater to a broad user base with free or ad-supported services. Implications for Generation Y: 1. Innovation and Purpose: Generation Y values innovation, purpose-driven work, and opportunities for personal growth. Companies that emphasize innovation and societal impact, like Apple and Google, may be particularly attractive to this demographic. 2. Work-Life Balance: Generation Y also prioritizes work-life balance and flexibility. Companies that offer flexible work arrangements and a supportive corporate culture, such as Google and Microsoft, may be more appealing to this generation. 3. Career Development: Generation Y seeks opportunities for career advancement and skill development. Companies with strong talent development programs, like Microsoft and Facebook, are likely to resonate with this demographic. 4. Industry Alignment: Generation Y may be drawn to industries that align with their values and interests. While technology companies may appeal to those with a passion for innovation and technology, others may prefer industries like finance or automotive for their stability or potential for impact. By considering these factors, Generation Y can make informed decisions about which companies align with their career aspirations, values, and lifestyle preferences. Additionally, companies can tailor their employer branding and recruitment strategies to attract and retain top talent from this demographic. 5. Using the sample Balanced Scorecard template provided by your professor, in pairs, develop a balanced scorecard measure for a hypothetical company in the retail urban clothing sector. This company has many stores in large and small cities in Ontario and Quebec. As you develop your measures be sure to take into consideration current economic conditions Exchange your completed set of measures with another pair. Compare and contrast your measures. Is one set “better” than the other? Why or why not? Debrief as instructed. Create a simple handout with four sections as follows and if the students are not yet familiar with Balanced Scorecards measures and concepts, briefly outline each and compare the value of these measures to traditional organization measures which only measure outcomes once things have happened. Provide a sample measure for each section as required: Financial - e.g. profits, sales, market share Customer Service – e.g. satisfaction, repeat business, # of products per customer Internal processes – e.g. productivity, quality, cycle time Employees – e.g. satisfaction, learning, engagement, turnover, absenteeism Debrief the students’ work by discussing the linkages between measures in the other 3 categories and HR measures. For instance, what could HR measure to help ensure quality in operations or customer satisfaction? 1. Financial Perspective: ● Revenue Growth: Measure the year-over-year revenue growth in both Ontario and Quebec stores to assess overall financial performance. ● Profit Margin: Calculate the profit margin for each store location to evaluate efficiency and profitability. ● Cost Control: Monitor operating expenses as a percentage of revenue to ensure effective cost management, especially in challenging economic conditions. 2. Customer Perspective: ● Customer Satisfaction: Conduct regular surveys to gauge customer satisfaction levels in Ontario and Quebec stores, focusing on aspects like product quality, service, and store ambiance. ● Market Share: Track market share in each region to understand the company's competitive position and identify opportunities for growth. ● Customer Retention: Measure the rate of repeat customers and loyalty program participation to assess customer retention efforts. 3. Internal Business Processes Perspective: ● Inventory Management: Monitor inventory turnover rates to ensure efficient inventory management and minimize carrying costs. ● Store Operations Efficiency: Assess key operational metrics such as average transaction time, store layout optimization, and employee productivity. ● Supply Chain Management: Evaluate supplier performance and logistics efficiency to maintain a reliable supply chain and minimize disruptions. 4. Learning and Growth Perspective: ● Employee Training: Track employee participation in training programs to ensure continuous skill development and improve customer service. ● Employee Engagement: Measure employee satisfaction and engagement levels through surveys and feedback mechanisms. ● Innovation: Encourage and measure the implementation of innovative ideas, such as new product offerings or store concepts, to stay competitive in the dynamic retail industry. When comparing these measures with another pair, there isn't necessarily a "better" set of measures. Each set may have strengths and weaknesses depending on factors such as the company's specific objectives, priorities, and the economic environment. It's essential to evaluate the relevance, clarity, measurability, and alignment of the measures with the company's strategic goals. During the debrief, the comparison can help identify any gaps or areas for improvement in the measures developed by each pair. Additionally, discussing the rationale behind certain measures and how they address the unique challenges and opportunities posed by the current economic conditions can enrich the discussion and lead to valuable insights for refining the balanced scorecard approach. CHAPTER 2 THE CHANGING LEGAL EMPHASIS: COMPLIANCE AND IMPACT ON CANADIAN WORKPLACES REVIEW AND DISCUSSION QUESTIONS (p. 52) 1. Explain how the legal system in Canada is different than the legal system in the United States. Three significant differences between Canadian employment legislation/regulation and the US National Labor Relations Act are: • A higher acceptance by Canadians of government-mandated regulations for organizations • “Employment at will” whereby the employer or the employee can break the employment relationship without notice does not exist in Canada. Employers must provide reasonable notice if terminating employees without cause and employees must comply with employment legislation if they quite, strike, or otherwise cease employment • In contrast to the largely centralized employment legislation model in the USA, the primary responsibility for employment-related laws resides with the provinces and territories; provincial/territorial employment laws govern approximately 90% of Canadian workers Teaching Tip: The comparison to the US legislation is not specifically given in the text but many students assume that the regulations are the same, or alternatively, that a US based employer is governed by US regulations in Canada. This question can be used to have students research some of the difference in legislation between Canada and the US. Common Law vs. Civil Law: Canada: Canada follows a common law legal system, which is based on the English common law tradition. Precedents set by higher courts are binding on lower courts, and judges have significant power to interpret laws. United States: The U.S. also follows a common law legal system. However, it operates within a federal system, meaning that both federal and state laws can apply. Additionally, the U.S. legal system is adversarial 2. Describe the impact of the Charter of Rights and Freedoms on HRM. (p.27) Although the Charter of Rights and Freedoms (1982), applies directly only to the actions of all levels of government (federal, provincial/territorial, and municipal) and agencies under their jurisdiction, all Canadian legislation, including provincial legislation, must meet Charter standards in terms of ensuring equality of opportunity. Therefore the Charter impacts HR in all Canadian organizations through its influence on human rights legislation and employment specific legislation, such as Employment Standards Acts, health and safety laws, union relations, and laws governing pensions and compensation. In particular, Section 15 of the Charter – Equality Rights prohibits discrimination on the basis of race, national or ethnic origin, colour, religion, sex, age, or mental or physical disability provides the foundation for human rights legislation. Human rights legislation has extended this protection to other grounds, such as sexual orientation, family status and marital status. 3. Differentiate between the following types of discrimination, and provide one example of each: direct, differential treatment, indirect, because of association, and systemic. (p. 30 – 32) Direct (intentional) discrimination involves an employer deliberately denying an individual or group fair treatment in any term, aspect, or condition of employment on the basis of one of the prohibited grounds. An example would be a company refusing to hire, train, or promote an individual based because they are female, or Chinese, or are in a wheelchair. Differential treatment involves treating individuals or groups differently in any aspect, term, or condition of employment based on one of the prohibited grounds. For example, it is illegal for an employer to request that job applicants with an obvious physical disability undergo a preemployment medical examination if those appearing able-bodied are not also asked to undergo such an exam, or to offer training to younger workers and not to older workers. Indirect discrimination involves asking another party to discriminate on one’s behalf. An example would be an employer requesting an employment agency to refer only female candidates for consideration as nurses, or instructing supervisors that female managers be excluded from consideration for international assignments. Discrimination because of association is another possible type of intentional discrimination. It involves the denial of rights because of friendship or other relationship with a protected group member. An example would be the refusal of a firm to promote a highly-qualified male into senior management on the basis of the assumption that his wife, recently diagnosed with multiple sclerosis, will require too much of his time and attention, and that her needs may restrict his willingness to travel on company business. Unintentional discrimination (also known as constructive or systemic discrimination) is the most difficult to detect and combat. Typically, it is embedded in policies and practices that, although appearing neutral on the surface, but, when implemented, have adverse impact on specific groups of people. The outcome is discrimination based on prohibited grounds. Many examples of systemic discrimination can be found in Figure 2.3 on p. 32. 4. Provide five examples of prohibited grounds of discrimination in employment in Canadian jurisdictions. (p. 31, 40 – 42) Prohibited grounds of discrimination vary across jurisdictions. Race, colour, age, sex, marital/family status, religion/creed, physical and mental handicap, ethnic/national origin are prohibited grounds (see Figure 2.2, p. 31). Five of the grounds are described with examples. Race/Colour – The British Columbia Human Rights tribunal found that two construction companies had discriminated against 38 Latin American temporary workers by paying them lower wages and providing inferior accommodation compared to European temporary workers on the same project. Sexual Orientation – A lesbian employee alleged that she was harassed by a co-worker, due to her sexual orientation. She made a complaint with her supervisors but felt the complaint was not investigated properly. She alleged that she was given a poor performance review because of her complaint and that her request for a transfer to another work site was denied. Religion – It is a violation of human rights legislation to prohibit Muslims from praying at work and/or wearing a hijab (the head-to-ankle covering that leaves only the face, hands, and feet visible in public (p. 41) Age – In an Ontario case two older foremen were laid off with retirement packages while two younger foremen were allowed to keep their jobs. This is a violation as human rights legislation does not permit discrimination by age, except for legally mandated minimum age requirements. Family Status – Companies cannot favour individuals without parenting responsibilities over individuals without parenting responsibilities in hiring, promotion or access to training, and career development. At the same time, pay decisions cannot favour employees with dependents over those without dependents. 5. Explain the purpose of employment standards legislation, and the concept of “the greater good” when assessing these minimums. (p. 47 – 48) Employment Standards Acts establish minimum terms and conditions for workplaces, covering such things as wages, paid holidays and vacations, maternity, paternity or adoption leave, bereavement leave, compassionate care leave, termination notice, and overtime pay. They also set the weekly and daily maximum hours of work before overtime pay is required. These standards ensure consistency and a minimum level of fair treatment across organizations. The concept of the “greater good” or “greater benefit” means that if an employment contract is more generous than the minimum term/condition in ESA, then the contract has to be honoured. The employer cannot revert back to the minimum. 6. Define "sexual harassment" and describe five types of behaviour that could constitute such behaviour. (p. 39 – 40) Sexual harassment is offensive or humiliating behaviour that is related to a person’s sex, as well as behaviour of a sexual nature that creates an intimidating, unwelcome, hostile, or offensive work environment, or that could reasonably be thought to put sexual conditions on a person’s job or employment opportunities. Two types of sexual harassment are sexual coercion, which results in some direct consequence to the worker's employment status or some gain in or loss of tangible job benefits, and sexual annoyance, sexually-related conduct that is hostile, intimidating, or offensive to the employee, but has no direct link to tangible job benefits or loss. Five types of behaviour that would fall under sexual harassment are: • asking/requiring sexual favours in return for favourable performance ratings, pay, and job security (sexual coercion) • unwanted touching (sexual coercion/sexual annoyance) • making sexist comments (sexual annoyance) • displaying pornographic material (sexual annoyance) • telling sexist jokes (sexual annoyance) 7. Define the concepts of occupational segregation, underemployment, and the glass ceiling. (p. 40, 42) Occupational segregation – the existence of certain occupations that have traditionally been male-dominated and others that have been female-dominated, often due to sex-based discrimination Underemployment - Being employed in a job that does not fully utilize one’s knowledge, skills, and abilities (KSAs). Glass ceiling – an invisible barrier, caused by attitudinal or organizational bias, which limits the advancement opportunities of a qualified designated group member. Applies not just to females but also to visible minorities, Aboriginals and the disabled 8. What is the test to define if a bona fide occupational requirement exists? What are the three elements of this test? (p. 30) The three criteria for assessing the legality of a BFOR, as established by the Meiorin case (Supreme Court of Canada, 1999) are: • The discriminatory policy/procedure was based on a legitimate, work-related purpose • Decision makers/agents believed the requirement was necessary for the role • It was impossible to accommodate employees who could not meet the requirement without undue hardship on the employer. 9. What is the role of privacy legislation in Canada? Describe the act that protects employee’s privacy. (p. 43 – 44) The Privacy Commissioner of Canada and the provincial Information and Privacy Commissioners seek to balance employees’ rights to privacy with employers’ rights to monitor employee activity and protect company resources. The Personal Information Protection and Electronic Documents Act (PIPEDA) – governs collection, use, and disclosure of personal information. Employees must give consent for collection, use and dissemination of personal information. CRITICAL THINKING QUESTIONS (p. 46) Note: in the first printing of the 4th Canadian edition, the headers for the Critical Thinking Questions and the Experiential Exercises were switched. The correct Critical Thinking Questions are listed below. 1. You are the HR manager at a moving company. The owner has just informed you that there are certain jobs, namely movers, for which he feels minimum strength requirements are BFORs. How would you handle this situation? (p. 32 - 33) While at first glance his belief appears justified, in order to make sure any BFOR is legally defensible the owner needs to be advised of the 3 tests that any BFOR has to meet. The minimum strength requirement seems to meet the first two tests of a legitimate work-related purpose and necessary for the specific role, as the work of movers involves continuous lifting of boxes, furniture and other items that are often quite heavy. Having a minimum strength requirement protects customer goods as well as employee health and safety. The third test requires determining whether reasonable accommodation could be made for applicants who do not, or employees who no longer, meet the minimum strength requirement, without undue hardship. Reasonable accommodation in terms of work tasks means modifying procedures and/or adding enabling equipment/technology, which would be quite difficult to achieve in this case. The company cannot make the items lighter because they do not have control over packaging or what items the customer owns and wants moved. They cannot easily use automation/technology because of the non-standard items and the narrow spaces and stairs involved in customer moves. They cannot redesign the job by allocating “light” tasks to just one mover because moving crews are often just 2 – 3 people, and to move the goods in a timely manner means everyone must be fully utilized. Therefore, individuals who do not meet the minimum strength requirement cannot be reasonably accommodated in the job of mover without undue hardship to the business, but may suit another job within the moving company. As part of this discussion, attempts should be made, with external assistance if necessary to determine more precisely what the minimum strength requirement is rather than just set an arbitrary number. This can be done by weighing sample boxes and furniture and having current employees assess what minimum standard is reasonable, based on their past moving experience. 2. An employee who has been off for 2 months with a stress-related ailment has just contacted you, indicating that she would like to return to work next week but won’t be able to work full time for another month or so. How would you handle this situation? (p. 31 – 33) The organization’s responsibility is to accommodate this individual, because medical disabilities are prohibited grounds for discrimination, and stress-related disabilities have been validated as medical disabilities. Their disability appears to already have been documented previously in order to support the two month leave, but an update from their doctor may be necessary in considering possible solutions. Reasonable accommodation requires that a range of possible options are discussed, not just the one that the employee would like to have. If the issue is travelling to and being in a busy setting full-time, then, depending on the nature of their job working part-time from home and part-time in the office might be the solution. If the issue is that they are not yet ready for full day work, regardless of location, then a reduced hour schedule can be negotiated, either a few hours every day or a couple of full-time days per week. Financial support can come from a combination of paid hours, partial sick-pay, and possible partial government assistance programs. The employee should not be financially disadvantaged by returning to work. 3. A supervisor has just approached you to indicate a concern she has with an employee. The supervisor indicates that the employee is often surfing the Internet while at work and fears that not only is this affecting productivity negatively, but is also a violation of the company’s rules for Internet surfing using a company computer. The supervisor would like you to ask the IT team to investigate how many hours a day are logged to non-work – related activities for that employee and also ask for a list of websites that the employee visits. What is the role of privacy legislation from the employer and employee perspectives? What additional information would you need to make a decision about next steps? What recommendations can you make to the supervisor to deal with the situation in the short term? Under privacy legislation the employer has the right to monitor employee activities, including the use of information technology, in order to run a successful business and prevent against abuse of company resources. On the other hand, employees have the right to privacy, possibly they are surfing only on their lunch break in which case company time is not being wasted and are not gaming but are looking up highly sensitive information on a medical or personal issue for themselves or family member, that is causing them to be distracted and their work to suffer as a result. They may also be using the Internet for work-related reasons e.g. using professional/technical online forums, so time spent on work-related is often difficult to pin down. The IT team cannot be sent on “fishing” expeditions unless employees have given consent to be monitored because of the risk of personal information being collected directly or indirectly from websites visited. In order to be on solid ground the company policy should be reviewed to make sure it is specific and records should be checked to ensure that the employee was made aware of the company policy on use of company computers for Internet surfing, on a regular basis. This can be established by checking employment contracts, signed declarations from company handbooks and Code of Ethics, and finding out when the policy was last emailed to employees or discussed in an employee meeting. Last, but not least, the traditional approach of sitting down with the employee and asking them why their productivity seems to have dropped lately should definitely be pursued. Maybe they are wrestling with a personal issue or are bored with their job, or are feeling overwhelmed by the job demands but are reluctant to ask for assistance. Data obtained from electronic monitoring can help support a case for sanctions but cannot get to the root of why the employee is not working as expected. Having a meeting may cause an immediate change in employee behaviour without the need for electronic review. EXPERIENTIAL EXERCISES (p. 48) Note: in the first printing of the Canadian 4th edition, the headers for the Critical Thinking Questions and the Experiential Exercises were switched. The correct Experiential Exercises are listed below. 1. Go to your provincial or territorial employment (labour) standards website and determine the following: • Minimum legal age to work in this jurisdiction • Minimum hourly wages • Maximum number of hours that can be worked in a week before overtime must be paid How does this information apply to you and your friends and family? Did you notice anything else that caught your interest that you were previously unaware of? The information they obtain should tell them who in their social group should/should not be working and how much individuals of different ages should be paid. Typically there is a minimum wage rate for teenage workers and higher rate for adult workers. The information can tell them whether they are being paid fairly by their employer when it comes to overtime. Something they may not have realized is that age discrimination is permitted when it comes to wages – teenagers can be paid less than older workers doing the same job e.g. McDonalds, Tim Horton’s in some jurisdictions. 2. Prepare a report outlining legally acceptable questions that may be asked at a selection interview with a young female engineer applying for the job of engineering project manager at an oil field in rural northern Alberta with an otherwise all male group. (Refer to appendix 5.1 on page 141 for help). In their report they should not have any questions that they would not ask of a male engineer to avoid differential treatment and avoid any questions that bring prohibited grounds into play. This would exclude questions about being the only female in a male group, concerns about managing a group of men, or questions about pregnancy. Legally acceptable questions would include questions about eligibility to work in Canada, interest/experience living in a rural or northern setting, interest/experience as a project manager, and interest/experience in the oil field industry. 3. Working with a small group of classmates, search the Web for a company in your community that has an anti-discriminatory employment program. Contact the company’s HR Manager and request more information on the program. Prepare a brief report summarizing its key features. Answers here will obviously vary greatly. Key features may include programs that encourage applications from the four groups described on pages 41, company outreach programs at schools, videos that show diverse employees at work, mentoring programs, sensitivity training, supervisor/manager training to reduce bias in hiring and performance appraisal. 4. The organization you are working for is relatively new and growing, and has no HR department. They have asked you to prepare a briefing about what can and cannot be asked during an employment interview. Given that it is a small organization, management usually conducts interviews. You notice a number of managers huffing about how the law doesn’t apply to them and their actions can’t result in a lawsuit. In addition to preparing a briefing about the types of question that can and cannot be asked in an interview, prepare a response to the perception that the law does not apply to the managers in this situation. Their briefing about employment interview questions should draw on appendix 5.1 on page 141 and the discussions of prohibited grounds and protected groups. In response to the perception that the law does not apply they can reference the 1989 sexual harassment case where the Supreme Court held that employers are liable for the actions of their employees. Therefore, while employees may not sue managers directly, lawsuits can be filed by employees against the company based on the actions of these managers; if this occurs then the manager’s employment and career prospects will certainly be affected. They should also be made aware that claims can also be filed through human rights commissions/tribunals and managers will be called to testify in regards to the complaint. In short, they are not untouchable. Looking up recent cases in which managers were demoted or lost their jobs because of discriminatory actions should get their attention. PART TWO: MEETING HUMAN RESOURCES REQUIREMENTS CHAPTER 3 DESIGNING AND ANALYZING JOBS REVIEW AND DISCUSSION QUESTIONS 1. Explain how job analysis provides important information that is required for at least three different functions of HRM. See Fig. 3.1, p. 49 – job analysis influences 7 different HR functions: HR planning; recruitment and selection; job evaluation/compensation; performance appraisal; labour relations; training, development and career management; and job design. A strong answer will discuss the role of job descriptions and job specifications in each of the three chosen functions (p. 49-50). A weak answer will ignore the role of job descriptions and job specifications or fail to distinguish between them. 2. Differentiate among job enlargement, job rotation, and job enrichment, and provide an example of each. Job enlargement involves assigning workers additional tasks at the same level of responsibility to increase the number of tasks they have to perform. Also known as horizontal loading, job enlargement reduces monotony and fatigue by expanding the job cycle and drawing on a wider range of employee skills. For example, if the work was assembling chairs, a worker who previously only bolted the seat to the legs might take on the additional tasks of assembling the legs and attaching the back, as well. (p. 55) Job rotation is another technique to relieve monotony and employee boredom. This involves systematically moving employees from one job to another. Although the jobs themselves don't change, workers experience more task variety, motivation, and productivity. The company gains by having versatile, multi-skilled employees who can cover for one another efficiently. For example, a worker might assemble chairs for several days, then move to the table assembly area for a few, and spend the remainder of the week working in the shipping area, packing chairs and tables. (p. 56) Job enrichment is defined as any effort that makes an employee's job more rewarding or satisfying by adding more meaningful tasks and duties. Also known as vertical loading, job enrichment involves increasing autonomy and responsibility by allowing employees to assume a greater role in the decision-making process and become more involved in planning, organizing, directing, and controlling their own work. Enriching jobs can be accomplished through such activities as: increasing the level of difficulty and responsibility of the job; assigning workers more authority and control over outcomes; providing feedback about individual or unit job performance directly to employees; adding new tasks requiring training, thereby providing an opportunity for growth; or assigning individuals specific tasks or the responsibility of performing a whole job rather than only parts of it. (p. 56) 3. Why is ergonomic job design becoming increasingly important? Ergonomics seeks to integrate and accommodate the physical needs of workers into the design of jobs. It aims to adapt the entire job system – work, environment, machines, equipment, and processes – to match human characteristics. Doing so results in eliminating or minimizing product defects, damage to equipment, and worker injuries or illnesses caused by poor work design. (p. 56-57) 4. Several methods for collecting job analysis data are available – interviews, the Position Analysis Questionnaire, and so on. Compare and contrast four of these methods, explaining what each is useful for and listing the pros and cons of each. (Pages 60-64) Interviews – The interview is probably the most widely used method. Three types of interviews are used to collect job analysis data: individual interviews with each employee; group interviews with employees having the same job; and supervisory interviews with one or more supervisors who are thoroughly knowledgeable about the job being analyzed. The major advantage is that the incumbent can report activities and behaviour that might not otherwise come to light. Interviews also provide an opportunity to explain the need for and functions of job analysis, allow for probing, and can let the interviewee vent frustrations or views that might otherwise go unnoticed by management. Interviews are also relatively simple and quick, and are more flexible than surveys. There are several additional advantages to group interviews. First, groups tend to do better than individuals with open-ended questions. Also, such interviews may also be higher in reliability and validity due to cross-checking. The major drawback of the interview technique is potential distortion of information, whether due to outright falsification or honest misunderstandings. A job analysis is often used as a prelude to changing a job's pay rate. Knowing that fact, employees tend to exaggerate certain responsibilities, while minimizing others. Obtaining valid information can thus be a slow process. Interviewing is also fairly labour-intensive, and depends heavily on rapport between the interviewer and respondent. Group interviews are also fairly costly, because of the number of people taken away from their jobs to participate. Questionnaires – Having employees fill out questionnaires to describe their job-related duties and responsibilities is another good method of obtaining job analysis information. Whether structured, unstructured, or a combination of the two, questionnaires have advantages and disadvantages. A questionnaire is a quick and efficient way of obtaining information from a large number of employees and is less costly than interviewing hundreds of workers, for instance. Structured surveys lend themselves easily to computer analyses. This method also lends itself to situations in which the survey sample is widely scattered. A drawback is the fact that developing the questionnaire and testing it can be an expensive and time-consuming process. Other disadvantages include the fact that this technique is dependent on the communication skills of respondents, does not allow for probing, and tends to focus on perceptions of the job. Observation – Direct observation is especially useful when jobs consist mainly of observable physical activities. Direct observation and interviewing are often used together. One approach is to observe the worker on the job during a complete work cycle. All of the observed job activities are noted. Then, after as much information as possible is accumulated, the incumbent is interviewed, asked to clarify points not understood, and explain what additional activities he or she performs that weren't observed. Another approach is to observe and interview simultaneously, while the jobholder performs his or her tasks. Advantages include the fact this method focuses more on reality than on perceptions, and that a third-party observer tends to have more credibility than job incumbents, who may have reasons for distorting the information provided. Disadvantages relate to the fact that observation can influence the behaviour of job incumbents, and is unsuitable for jobs requiring mental effort – those in which the employee engages in important activities that occur only occasionally, and those with long job cycles. Participant Diary/Log – Another technique involves asking employees to keep a diary/log or a list of what they do during the day, along with the time each activity takes. This can produce a very complete picture of the job, especially when supplemented with subsequent interviews with the employee and his or her supervisor. Another advantage is its appropriateness for jobs with a long job cycle. This method requires the participation and cooperation of job incumbents, something that is not always easy to attain. Other disadvantages include the focus on perceptions and the fact that the employee might try to exaggerate some activities and underplay others. However, the detailed, chronological nature of the log tends to minimize this problem. Quantitative Job Analysis Techniques – Although most employers use interviews, questionnaires, observations, and/or diaries/logs for collecting job analysis data, there are many times when these narrative approaches are not appropriate. For example, when the aim is to assign a quantitative value to each job so that they can be compared for pay purposes, a more quantitative job analysis approach may be best. The two most popular quantitative methods include: Position Analysis Questionnaire (PAQ) – The position analysis questionnaire is a very structured job analysis questionnaire that is filled in by a job analyst. The PAQ contains 194 items, each of which represents a basic element that may or may not play an important role in the job. The job analyst decides whether each item plays a role on the job and, if so, to what extent. The advantage of the PAQ is that it provides a quantitative score or profile of the job in terms of how that job rates on five basic dimensions: (1) having decision-making/communication/social responsibilities; (2) performing skilled activities; (3) being physically active; (4) operating vehicles/equipment; and (5) processing information. The PAQ's real strength is in classifying jobs. Results can be used to compare jobs to one another; this information can then be used to determine appropriate pay levels. Functional Job Analysis (FJA) Functional job analysis rates the job not only on responsibilities pertaining to data, people, and things, but also on the following dimensions: the extent to which specific instructions, reasoning, and judgment are required to perform the task; the mathematical ability required; and the verbal and language facilities involved. This quantitative technique also identifies performance standards and training requirements. 5. Although not legally required, having job descriptions is highly advisable. Why? How can firms ensure that their job specifications are legally defensible? Job Descriptions and Human Rights Issues (p. 67) – While employers are not legally obligated to have job descriptions, it is highly advisable, since failure to develop such descriptions may mean that job duties are never determined, clarified, prioritized, and justified. Human rights legislation requires employers to ensure that there is no discrimination on any of the prohibited grounds in any aspect or terms and conditions of employment. Essential job duties can be clearly identified in the job description. When assessing suitability for employment, training program enrolment, and transfers or promotions, and appraising performance, the sole criteria examined should be KSAs required for the essential duties of the job. Even when an employee cannot perform one or more of the essential duties of the job due to reasons related to a prohibited ground, such as a physical disability or religion, an employer is expected to make reasonable accommodations to the point of undue hardship. Writing Legally-Defensible Job Specifications (p. 68)To ensure compliance with human rights legislation keep a few pointers in mind when preparing job specifications. • All listed qualifications must be bona fide occupational requirements (BFORs) based on the current job duties and responsibilities. • Unjustifiably high educational or lengthy experience requirements can lead to systemic discrimination. • The qualifications of the current incumbent should not be confused with the minimum requirements, since s/he may be under-qualified or overqualified. • Identifying the actual physical and mental demands is critical for entry-level jobs (e.g. finger dexterity). A physical demands analysis identifies senses used (e.g. smell, touch, taste, hearing, sight) and the type, frequency, and amount of physical effort (see Fig. 36., p. 69 – 70). Mental and emotional demands are often ignored, but should be included so that candidates can be tested on these characteristics (e.g. working in high-pressure environment) 6. What are competencies? Why are companies starting to use competency-based job analysis? How is this approach different from the traditional approach? In high-performance work environments, employers need workers to seamlessly move from job to job and exercise self-control, rather than be closely supervised. In order to enable more flexible behaviour, employers are shifting toward newer approaches for describing jobs, such as competency-based analysis. Competency-based job analysis means describing the job in terms of the measurable, observable, behavioural competencies (knowledge, skills, or behaviours) that an employee must exhibit in order to do the job well. Three reasons to use competency analysis are: I. Traditional job descriptions with lists of specific duties breed an “it’s not my job attitude” rather than learning and self-motivation II. Competencies provide a tighter linkage to the organization’s strategy III. Performance management processes are more transparent; competencies clearly identify the basis for training, performance appraisal, and rewards. Examples of competencies When describing jobs from a competency perspective, managers often cluster specific competencies into clusters (e.g. general or core competencies; leadership competencies; and technical/task/functional competencies).General competencies include reading, writing, mathematical reasoning, whereas leadership competencies focus on strategic thinking and teaching others. While general and leadership competencies may appear across many different jobs, technical/task/functional competencies are more specific to a particular type of job or occupation e.g. engineer, accountant, produce manager. The process for writing competency-based job descriptions and job specifications is similar to the traditional job analysis process. Competency-based duties and responsibilities are already appearing in otherwise traditional job descriptions (e.g. conducts marketing surveys on current and new-product concepts). However, more specific duties and responsibilities resist being written from a competency perspective because they are not as readily observable or measurable e.g. oversees (e.g. oversees copywriting, design, layout, and production). For this reason, job descriptions will probably continue to reflect a combination of the competency-based and traditional approaches. (p. 57-59, 71) CRITICAL THINKING QUESTIONS 1. Why isn't it always desirable or appropriate to use job enrichment when designing jobs? How would you determine how enriched an individual employee’s job should be? Job enrichment programs are more successful in some jobs and settings than in others. Moreover, not all employees want additional responsibility and the challenge of enriched jobs or those including the five core dimensions. Some people prefer routine jobs and may resist job redesign efforts. In addition, job redesign efforts almost always fail when employees lack the physical or mental skills, abilities, or education needed to perform the job. (p. 56) Sitting down with the employee to discuss their motivation for an enriched job and their strengths and weaknesses in terms of handling an enriched job (e.g. additional decision making) will help identify employees who would embrace the opportunity and the training needed to help them be successful in an enriched job. 2. Assume that you are the job analyst at a bicycle manufacturing company in British Columbia and have been assigned responsibility for preparing job descriptions (including specifications) for all of the supervisory and managerial positions. One of the production managers has just indicated that he will not complete the job analysis questionnaire you have developed. a. How would you handle this situation? b. What arguments would you use to attempt to persuade him to change his mind? c. If your persuasion efforts failed, how would you go about obtaining the job analysis information you require to develop the job description for his position? I would try to discover the cause of his resistance. If it is simply a matter of not understanding the importance of this information and/or the reasons why it is being collected, providing additional information may be advantageous. Perhaps he is confusing this process with some type of “efficiency evaluation” and is concerned about his next performance rating or his job security. If this is the case, then explaining that updating job descriptions and specifications is a best practice that all organizations need to do because jobs change over time in response to organizational changes. It is in his best interest to have a job description that accurately reflects what he does, the importance and frequency of essential tasks, because this information is used in so many other HR functions (Fig. 3.1, p. 49). It may be that his job is undervalued, his performance is being judged on criteria that are no longer relevant, and that he is not being given access to relevant training and development opportunities. People are more likely to cooperate if they can see the “WIFM” –what’s in it for me. If that tactic fails, I would seek advice from my boss, since he or she might have additional hints regarding how this situation should be handled. Presumably, completing the questionnaire has the support of senior management and is required of all employees. Perhaps an explanation from the HR Manager would overcome the production manager’s resistance. If those approaches fail and he is the only holdout then the HR Manager may need to contact the production manager’s supervisor, but going over his head would be a last resort. Alternate methods for collecting the information without his co-operation would be interviewing his subordinates, having his subordinates fill out a simplified questionnaire, and using the NOC. The PAQ could be used if the job analyst is familiar with the job of production manager. Observation is technically possible, but may make the situation worse if he feels that he is being “spied” on. (p. 61-64) 3. Because the top job in a firm (such as president, executive director, or CEO) is by nature more strategic and broader in scope than any other job, is competency-based job analysis more appropriate? Is there less need for a job description for the president? Why or why not? The top job in a firm tends to have more leadership competencies and less technical/task/functional competencies, while still requiring general or core competencies (reading writing, mathematical reasoning). For this reason, competency based job analysis may provide better insight into the required capabilities of the role and better describe those characteristics that will enable performance by the incumbent. While it is true that the job descriptions for lower-level positions tend to include more detailed explanations of duties and tasks, job descriptions are equally critical for senior management positions, including president or CEO. Such descriptions tend to include broader responsibility statements rather than an outline of specific tasks. Having a job description and job specifications for the most senior-level position are absolutely essential for HR planning, recruitment and selection, compensation, performance appraisal, and succession planning purposes. Even the most senior-level person is accountable to others, such as a board or stockholders. Having a job description and specification for the president or CEO and reviewing it regularly ensures that the requirements of this key position are aligned with the organization’s current or emerging strategy. Review by the board of directors may identify a need to replace the CEO with someone with a different set of capabilities in order to meet new challenges. 4. If you were designing a job for a new marketing and sales representative for a small entrepreneurial company that is experiencing rapid growth, what approach would you take? Explain why you would take this approach. How would you go about determining job specifications? First of all this is an entrepreneurial company and therefore one can assume that they want things done as quickly as possible. The fastest way is to briefly interview the owners and current employees about what they see as essential tasks for which they need someone and the KSA’s that would make someone successful (likely those they don’t’ have at all or are in short supply). You can then pull up a standardized job description for a marketing and sales representative from the NOC and compare it to their responses. You may see some items that relate to their responses and can bring these specific items to their attention and see if they would like them added. Showing them the detailed NOC first is probably not a good idea because it is so detailed, and could lead to protracted discussions about criteria that may not be highly relevant to their organization. Once the new marketing and sales representative has been in their position for a while, say 6 months, you can interview them and get them to fill out a job analysis questionnaire to pin down exactly what they are doing, how they are doing it and the working conditions they are experiencing. They can also comment on whether the KSAs that were asked for during the hiring process are being over or underutilized. 5. If a supervisor reviews the job analysis information provided by an employee and says that the job duties and responsibilities have been inflated, but the employee says that the supervisor does not really know what the job entails, how can a decision be made about what information is accurate? Getting into a s/he said/s/he said cycle will not be productive. You could ask the supervisor to elaborate on why s/he feels the duties and responsibilities have not been reported accurately and ask for any evidence to support their argument e.g. production records, sales records. At the same time, you can ask the employee to keep a diary/log for a week that will be reviewed by the supervisor and the job analyst at the end of that week to help pin down points of difference. Objective observation of the employee by the job analyst is also a possibility as long as neither party feels like the job analyst is taking sides. If there are other employees doing the same job who have not been involved in the job analysis process you can get one or more of them to complete a questionnaire. At some point you should facilitate a discussion of the job between the supervisor and the employee because there is obviously a case of mismatched expectations, which needs to be resolved, or this will become a performance management issue. EXPERIENTIAL EXERCISES (p. 116) 1. Use organization chart software to draw an organization chart that accurately depicts the structure of the organization in which you are currently employed, or one with which you are thoroughly familiar. Once you have completed this task, form a group with several of your classmates. Taking turns, have each member show his or her organization chart to the group; briefly describe the structure depicted, explain whether or not the structure seems to be appropriate, and identify several advantages and disadvantages he or she experienced working within this structure. A sample organization chart can be found on page 52. There are three basic types of organizational structure, as depicted in Figure 3.3 on page 53: bureaucratic, flat, and matrix. The major characteristics and advantages/disadvantages are listed beside the illustration of each. Flatter organizations and team-based structures are becoming increasingly the norm, and boundaryless structures are starting to emerge due to such forces as accelerating product and technological change, globalized competition, deregulation, political instability, demographic changes, and trends toward a service society and the information age. These forces have dramatically increased the need for firms to be responsive, flexible, and capable of competing in a global marketplace. Teaching Tip: This may be a difficult exercise for students without extensive work experience unless their organization’s chart is available on the Web or they know to go to the Annual Report to obtain information on how the organization is structured by looking at the titles of company officers. If this is the case then you can substitute the university/college organization structure e.g. schools/faculties, departments, area groups or a not for profit volunteer organization that students have been involved with provided that it is an organization of sufficient size.. 2. Working individually or in groups, and using the HRSDC website, find the National Occupational Classification (NOC) job description for both a university professor and a college professor. Compare the two descriptions, noting similarities and differences. Using the NOC descriptions and your own observations of people in this role, create a competency profile for each job. How similar are they? Why do you think this is so? Compare and discuss your results with other individual students or groups. This exercise is the foundation for a number of exercises found in later chapters of this text. If students have brought the NOC description to class, this exercise should take no more than 3540 minutes to complete. It is designed to let the students know that there is help available to organizations that are just starting to write job descriptions. It can also be pointed out that the students, as future job seekers can use this resource to help them anticipate some interview questions, if they do not have a full job description of the position being applied for, prior to a job interview. The students should cover some of the following: • Emotional intelligence, interpersonal skills • Teaching/knowledge transfer using appropriate tools and techniques • Professional knowledge and skill in the discipline being taught (advanced education versus practical work experience in the field) • Personal organization and planning • Research • Communication both orally and written Debrief. Some of the differences should be related to the subjects taught and education requirements – for example construction technology versus business subjects. University Professor (NOC 4011): University professors typically conduct research, teach courses, and supervise graduate students in their area of expertise. They develop course syllabi, deliver lectures, grade assignments and exams, and provide feedback to students. University professors may also publish research findings in academic journals, apply for research grants, and participate in academic conferences. Qualifications usually include a doctoral degree in the relevant field, research experience, and a record of scholarly publications. College Professor (NOC 4021): College professors primarily teach courses and facilitate learning activities in colleges, technical institutes, and vocational schools. They design course materials, deliver lectures or demonstrations, lead class discussions, and assess student performance. College professors often have practical industry experience in addition to academic qualifications. Qualifications typically include a master's degree or equivalent in the relevant field, along with professional experience related to the subject matter. Comparison: Teaching Focus: Both university and college professors are primarily involved in teaching and facilitating learning activities. However, university professors may have additional responsibilities related to research and graduate student supervision. Educational Requirements: University professors generally hold doctoral degrees, while college professors may have master's degrees or equivalent qualifications. This reflects the different academic expectations and career paths associated with these roles. Research vs. Industry Experience: University professors are more likely to have a strong research background and scholarly publications, whereas college professors often bring practical industry experience to their teaching roles. Audience: University professors typically teach undergraduate and graduate students pursuing academic degrees, while college professors may teach students pursuing vocational or technical education. Competency Profiles: University Professor Competency Profile: Subject Matter Expertise: Deep knowledge and expertise in a specific academic discipline. Teaching Excellence: Ability to effectively communicate complex concepts, engage students, and facilitate learning. Research Proficiency: Demonstrated research skills, including the ability to conduct original research, publish scholarly articles, and secure research funding. Mentorship and Supervision: Experience supervising graduate students and mentoring aspiring scholars. Academic Leadership: Ability to contribute to departmental or institutional initiatives, such as curriculum development or academic program assessment. College Professor Competency Profile: Teaching Pedagogy: Proficiency in instructional design, lesson planning, and delivery of course content. Industry Experience: Practical experience and knowledge relevant to the subject matter being taught. Student Engagement: Ability to foster a supportive learning environment, adapt teaching methods to diverse student needs, and provide constructive feedback. Professional Development: Commitment to continuous learning and professional development to stay current with industry trends and educational best practices. Collaboration: Willingness to collaborate with colleagues, industry partners, and community stakeholders to enhance student learning outcomes. 3. Working individually, prepare a job description (including job specifications) for a position that you know well, using the job analysis questionnaire in this chapter. Once you have done so, exchange your job description with someone else in the class. Critique your colleague’s job description and provide specific suggestions regarding any additions/deletions/revisions that you would recommend to ensure that the job description accurately reflects the job as and is legally defensible. This is a straightforward exercise that will help students understand the various elements of a job description and job specifications. The chapter template will provide a straightforward framework, especially if you walk through all of the elements at the beginning of the exercise to make sure that people are clear. Some individual clarification may be required as the students work on it. Teaching Tip: There are students who have not worked before, especially from certain cultures where teenage work (part-time and summer jobs) is relatively unknown, so avoid putting students on the spot. Allow all students to choose whether they want to describe a job that they have experienced or interview someone they know about their job (e.g. parent, friend, other relative). The second part may be uncomfortable for many students, due to a strong norm of harmony. To handle this part, give students instructions to play the role of an HR specialist whose job is protect the organization from possible lawsuits. This way the critique will not be coming from a personal perspective. Give students some suggestions on how to present constructive criticism (e.g. I am wondering if we may end up discriminating on the basis of (prohibited ground) if we have this specification/require the task to be done this way.) Job Title: Software Engineer Job Summary: The Software Engineer will be responsible for designing, developing, and maintaining software applications. They will collaborate with cross-functional teams to understand requirements, develop technical solutions, and ensure the quality and performance of the software. Key Responsibilities: Develop high-quality software solutions based on technical requirements and design specifications. Collaborate with product managers, designers, and other stakeholders to gather and analyze requirements. Design, implement, and maintain efficient, reusable, and reliable code. Debug, troubleshoot, and resolve software defects and performance issues. Perform code reviews to ensure adherence to coding standards, best practices, and quality guidelines. Continuously discover, evaluate, and implement new technologies to maximize development efficiency and improve product quality. Participate in Agile software development processes, including sprint planning, daily stand-ups, and retrospectives. Document software designs, technical specifications, and implementation details. Job Specifications: Bachelor's degree in Computer Science, Engineering, or related field. Proven experience as a Software Engineer, with a strong portfolio of projects demonstrating proficiency in software development. Proficiency in programming languages such as Java, Python, or C++. Experience with web development frameworks such as React, Angular, or Vue.js. Familiarity with database technologies such as SQL, NoSQL, and ORM frameworks. Solid understanding of software development methodologies, including Agile and Scrum. Strong problem-solving skills and attention to detail. Excellent communication and teamwork abilities. Ability to work independently and prioritize tasks effectively. Familiarity with version control systems such as Git. Experience with cloud platforms such as AWS, Azure, or Google Cloud is a plus. Legal Considerations: Ensure that the job description does not contain discriminatory language or requirements that could violate equal employment opportunity laws. Avoid language that could be interpreted as creating a hostile work environment or excluding certain groups of people. Include a statement indicating that the company is an equal opportunity employer and does not discriminate based on race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or veteran status. Review the job description for compliance with any local, state, or federal regulations related to employment and labor laws. Consider consulting with legal counsel to ensure that the job description is legally defensible and compliant with relevant laws and regulations. This job description outlines the responsibilities, qualifications, and legal considerations for a Software Engineer position. It accurately reflects the requirements of the role and provides a framework for evaluating candidates and managing their performance. 4. Working in groups of three or four, identify the jobs that have been or are held by students in your group. Select one job to analyze. Use the job analysis questionnaire provided in the chapter to conduct a job analysis interview and document a job description and specifications. Compare and critique your work with the work done by another group. This exercise is designed to help students understand the types of questions that can be asked to elicit job responsibilities and task requirements. Note that many students confuse the types of questions required in job analysis with those required for recruitment and selection purposes. If working in groups then students need to decide if they will take turns asking the interviewee the questions or one person will ask and others will observe the interviewee’s reactions and behaviours (i.e. confused, seem to be honest, look as if they are trying to come up with the “right” answer). Alternate exercises: this exercise can be done in pairs or in small groups. You can also assign the person whose job is to be described a role that is frequently encountered in job analysis in real life, the person who inflates his/her responsibilities, the person who fears his/her job security if too much is known about what they do and the generally cooperative person. Debrief in large class the challenges faced in obtaining the information necessary to write a good job description. If people have been as assigned roles as in the alternate above, debrief and have the class brainstorm ways to get around these pitfalls. Job Analysis Interview: Job Title: Retail Sales Associate Interviewee: [Name of the employee holding the position] Interviewer: [Names of the interviewers] Date: [Date of the interview] Job Description: 1. Job Title: Retail Sales Associate 2. Department: Sales 3. Reports to: Store Manager 4. Job Summary: The Retail Sales Associate is responsible for providing exceptional customer service, generating sales, merchandising products, and maintaining the cleanliness and organization of the store. Job Specifications: 1. Education: High school diploma or equivalent 2. Experience: Previous retail experience preferred 3. Skills: ● Excellent communication and interpersonal skills ● Ability to work in a fast-paced environment ● Strong organizational skills ● Basic math skills for cash handling 4. Physical Requirements: ● Ability to stand for extended periods ● Ability to lift and carry up to 25 pounds 5. Work Schedule: Flexible schedule, including evenings, weekends, and holidays Comparison and Critique: After conducting the job analysis and creating the job description and specifications, it's essential to compare and critique your work with that of another group. You can assess the clarity, comprehensiveness, and relevance of the job description and specifications. 1. Clarity: Ensure that the job description clearly outlines the roles and responsibilities of the position. It should be easy to understand for both current employees and potential candidates. 2. Comprehensiveness: The job specifications should cover all essential qualifications and requirements for the job. Make sure nothing vital is missing, such as specific skills or physical demands. 3. Relevance: The job description and specifications should be relevant to the needs of the organization and the demands of the position. Avoid including unnecessary details or qualifications that are not essential for the role. By comparing your work with another group, you can identify any areas for improvement and ensure that your job analysis is thorough and accurate. Solution Manual for Management of Human Resources: The Essentials Nina D. Cole, Gary Dessler, Nita Chhinzer 9780132114905, 9780133807332, 9780134305066