CH-9 Employee Development – Human Resource Management : Book Guide

Chapter 09 - Employee Development Please click here to access the new HRM Failures case associated with this chapter. HRM Failures features real-life situations in which an HR conflict ended up in court. Each case includes a discussion questions and possible answers for easy use in the classroom. HRM Failures are not included in the text so that you can provide your students with additional real-life content that helps engrain chapter concepts. Chapter Summary This chapter begins by discussing the relationship between development, training, and careers. Then, four approaches (education, assessment, job experiences, and interpersonal relationships) used to develop employees, managers, and executives are presented. The third section of the chapter provides an overview of the steps of the development planning process. The chapter concludes with a discussion of special issues, including succession planning, melting the glass ceiling, and helping dysfunctional managers. Learning Objectives After studying this chapter, the student should be able to: 1. Explain how employee development contributes to strategies related to employee retention, developing intellectual capital, and business growth. 2. Discuss the steps in the development planning process. 3. Explain the employees’ and company’s responsibilities in planning development. 4. Discuss current trends in using formal education for development. 5. Relate how personality type, work behaviors, and job performance can be used for employee development. 6. Explain how job experiences can be used for skill development. 7. Develop successful mentoring programs. 8. Describe how to train managers to coach employees. 9. Discuss what companies are doing for melting the glass ceiling. 10. Use the 9-box grid for identifying where employees fit in a succession plan and construct appropriate development plans for them. Extended Chapter Outline Note: Key terms appear in boldface and are listed in the "Chapter Vocabulary" section. Opening Vignette: Development Helps ESPN Stay on Top of the Leaderboard ESPN prizes employee development, but in an industry where currency is the speed at which you can deliver rapidly developing news, time away from work is difficult to find for employees. Additionally, the company is expanding into Latin America and alignment with local culture and norms is critical to maintain effectiveness. Employees with the company are required to complete an individual development plan (IDP) which helps employees learn where they are and where they want to go in their careers. The company uses a 70-20-10 approach for development – 70% of development occurs on the job, 20% from relationships and informal learning, and 10% from targeted formal courses developed to hone specific skills. To insure development activities support business needs, ESPN has a learning and advisory board which includes senior leaders and vice presidents from its different businesses. Also, the Employee Learning Council, which includes employees from each of ESPN’s business units, provides feedback and helps to plan development programs. Discussion Question 1. What evidence is there, based upon the information in this case, that ESPN is willing to invest time and resources in identifying and developing its employees? Answer: The IDP program provides substantive evidence that ESPN is interested and invests in the identification and development of its employees. Senior leaders and Vice Presidents from all of its business units comprise a learning and advisory board that reviews major development initiatives. Also, the Employee Learning Council, which includes employees from each of ESPN’s business units, provides feedback and helps to plan development programs. I. Introduction II. The Relationship between Development, Training, and Careers (See Table 9.1 in text) A. Development refers to formal education, job experiences, relationships and assessment of personality and abilities that help employees prepare for the future. B. While development involves learning what is not necessarily related to one’s current job, training is focused on helping employees’ performance in their current job. C. Development and Careers- Careers have been described as the sequence of positions held within an occupation. Each employee’s career consists of different jobs, positions, and experiences. 1. A new concept of the career is often called a protean career. A protean career is a career that is based on self-direction with the goal of psychological success in one’s work. Employees are taking major responsibility for managing their career. a. Evaluating the psychological contract between employees and the company has influenced the development of the protean career. A psychological contract is the expectations that employees and employers have about each other. b. The goal of a new career for an employee is psychological success or the feeling of pride and accomplishment that comes from achieving life goals. 2. The types of knowledge that an employee needs to be successful have changed. In the traditional career, “knowing how” was critical. Now employees also need to “know why” and “know whom.” 3. The emphasis on continuous learning and learning beyond knowing how as well as changes in the psychological contract are altering the direction and frequency of movement within careers. a. Traditional career patterns consisted of a series of steps arranged in a linear hierarchy, with higher steps in the hierarchy related to increased authority, responsibility, and compensation. b. Expert career patterns involve a lifelong commitment to a field or specialization. c. The most appropriate view of a career is that it is “boundaryless.” It may include movement across several employers or even different occupations. 4. To retain and motivate employees companies need to provide a system to identify and meet employees’ development needs. This system is often known as career management or development planning system. III. Development Planning Systems (see Table 9.2 for an outline of the design factors of effective development systems). A. Self-assessment refers to the use of information by employees to determine their career interests, values, aptitudes, and behavioral tendencies. 1. May use psychological tests like the Myers-Briggs, Strong-Campbell Interest Inventory, or the Self-Directed Search. B. Reality check refers to the information employees receive about how the company evaluates their skills and knowledge and where they fit into the company’s plans (potential promotion opportunities, lateral moves). C. Goal setting refers to the process of employees developing short- and long-term development objectives. These goals are often discussed with the manager and written into a development plan (Text Figure 9.3). D. Action planning refers to employees completing an action plan which is a written strategy that employees use to determine how they will achieve their short- and long-term career goals. Action plans may involve enrolling in training courses and seminars, conducting informational interviews, or applying for job openings within the company. Competing Through Technology: Career Management and Leadership Development Is Served 24/7 at Intercontinental Hotel Group InterContinental Hotel Group (IHG) provides its employees with a web portal to access a variety of tools designed to help employees manage their career and development plan within the organization. The website features several tools including a skills and interest profile that provides the employee with information about jobs that are available to them given their skill profile. They also provide a feature known as the Leadership Lounge which provides for development tools for general managers, corporate directors, and employees in higher positions. This features costs about 5% of an average 3 day on-site leadership workshop and more than 70% of lounge members use it per month and average 6 times per year. Discussion Question 1. Which design features of effective development systems are included in IHG’s online leadership and career management system? Answer: Through the website employees can get career advice and create a skills and interest profile which they can use to search for a job. Employees can evaluate their skills and receive a list of roles and jobs that best match their skill set along with current job openings. To develop managers’ leadership skills, there is a virtual leadership development community, the Leaders’ Lounge, for employees in general manager positions in its hotels as well as for employees holding corporate director or higher- level positions. The Leaders’ Lounge features short and concise information on leadership provided in articles, tips, videos, downloadable tools, and best practices within IHG. It includes areas such as the “Leadership Gym,” the “Problem Solver” a section for users to access e-learning opportunities on business topics including finance, customer service, and coaching skills (“The Academy”). 2. What other design features might they consider including in their system? Explain your recommendation. Answer: Student answers may vary but should indicate a recognition of the value of development tools for non-managerial employees as well. To enhance IHG’s career management and leadership development system, they could consider incorporating personalized learning paths that adapt to individual career goals and performance metrics, providing tailored recommendations for skill development and career progression. Integrating AI-driven mentorship matching could connect employees with mentors aligned with their career aspirations. Adding interactive virtual simulations could enhance practical learning, while gamification elements like badges and leaderboards could increase engagement. Finally, incorporating a feedback loop where employees can receive real-time feedback from peers and supervisors would help in continuous improvement and alignment with career goals. Evidence-Based HR MassMutual Financial Group As a result of restructuring to a flatter and leaner structure, Mass Mutual has found engagement survey evidence indicating employees do not believe they can achieve their career goals with the company. The company introduced a web portal called The Career Resource Center to help employees identify their strengths and weaknesses and to assess the match with their current position and career goals as well as position openings across the company. One year into the program, 66% of employees have used it and participation in learning and development courses has increased. Exercise Facilitate a large group discussion where the class brainstorms features they would like to see in an online portal program such as the one introduced by Mass Mutual. Then, have the class brainstorm what type of curricula the ideal leadership and management development program should contain and how participation in such programs could be bolstered with a web portal. Have them then discuss as a large group how, in a distributed environment, they would have leaders and managers take courses, access the tools, and engage in online discussions and interactions with their peers who may be in disparate locations. B. Assessment involves collecting information and providing feedback to employees about their behavior, communication style, or skills. C. Personality Tests and Inventories. Tests are used to determine if employees have the personality characteristics necessary to be successful in specific managerial jobs or job involving international assignments. D. Myers Briggs Type Indicator (MBTI) a. MBTI, refers to an assessment that is based on Carl Jung’s personality type theory. This theory emphasizes that we have a fundamental personality type that shapes and influences how we understand the world, process information, and socialize. b. The MBTI identifies individuals' preferences for energy (introversion versus extroversion), information gathering (sensing versus intuition), decision-making (thinking versus feeling), and lifestyle (judging versus perceiving). c. Sixteen unique personality types result from the four MBTI preferences. d. MBTI is used for understanding such things as communica¬tion, motivation, teamwork, work styles, and leadership. e. Research on the validity, reliability, and effectiveness of the MBTI is inclusive. E. Assessment Center (Table 9.4 shows an example of the skills measured by the assessment center). a. The assessment center is a process in which multiple raters evaluate employees' performance on a number of exer¬cises b. From 6 to 12 employees usually participate at one time, and the assessment center is usually held at an off site location. c. A leaderless group discussion is a process in which a team of five to seven employees solve an assigned problem together within a certain time period. d. An Interview refers to when employees are questioned about their work and personal experiences, skills, and career plans. e. In-basket is a simulation of the administrative tasks of a manager’s job. f. Role-plays refer to a participant taking the part or role of a manager or other employee. g. Assessment center exercises are designed to measure employees’ administrative and interpersonal skills. h. Assessment centers are useful for development purposes because employees who participate in the process receive feedback regarding their attitudes, skill strengths, and weaknesses. i. The evaluators are normally managers from the organization who have been trained to identify behaviors related to the skills assessed. Example: Steelcase, the office furniture manufacturer based in Grand Rapids, Michigan, uses assessment centers for first-level managers. The assessment center exercises include in-basket, interview simulation, and a timed scheduling exerciser requiring participants to fill positions created by absences. F. Performance Appraisals and 360-degree Feedback Systems a. Performance appraisals are the process through which an organization gets information on how well an employee is doing his or her job. b. Upward feedback involves collecting subordinates’ evaluations of managers’ behaviors or skills. c. The 360 degree feedback system is a performance appraisal system for managers that includes evaluations from a wide range of persons who interact with the manager. Table 9.6 shows the type of activities involved in using 360-degree feedback for development. 1). The benefits of 360 degree feedback include collecting multiple perspectives of managers' performance, allowing the employees to compare their own personal evaluation with the view of others, and formalizing communications between employees and internal and external customers. 2). Some of the potential limitations of 360 degree feed¬back include the time demands placed on the raters to complete the evaluation, managers seeking to identify and punish raters who provide negative information, the need to have a facilitator to help interpret results, and companies' failure to provide ways that managers can act on the feedback they receive. G. Job Experiences—Most employee development occurs through job experiences: relationships, problems, demands, tasks, or other features that employees face in their jobs (Text Table 9.7). 1. Enlarging the Current Job Job enlargement refers to adding challenges or new responsibilities to an employee’s current job. 2. Job Rotation Job rotation gives employees a series of job assignments in various functional areas of the company or movement among jobs in a single functional area or department. Job rotation helps employees gain an overall appreciation of the company's goals, increases their understanding of different company functions, develops a network of contacts, and improves their problem solving and decision¬ making skills. 3. Transfers, Promotions, and Downward Moves a. A transfer is the movement of an employee to a different job assignment in a different area of the company. b. Promotions are advancements into positions with greater challenges, more responsibility, and more authority than in the previous job; they usually include a pay increase. Since transfers requiring relocations can be anxiety producing, many companies have difficulty getting employees to accept them. (1) Employee characteristics associated with a willingness to accept transfers include high career ambitions, a belief that one's future with the company is promising, and a belief that accepting a transfer is necessary for success in the firm. (2) Among married employees, the spouse's willingness to move is the most important influence on whether employees will accept a transfer. c. A downward move occurs when an employee is given less responsibility and authority. Temporary cross functional moves to lower level jobs, which give employees experience working in different functional areas, are most frequently used for employee development. d. To ensure that employees accept transfers, promotions, and downward moves as development opportunities, compa¬nies can provide: •Information about the content, challenges, and potential benefits of the new job and location. •Involvement in the transfer decision by sending the employees to preview the new location and giving them information about the community. •Clear performance objectives and early feedback about their job performance. •A host at the new location to help them adjust to the new community and workplace. •Information about how the job opportunity will affect their income, taxes, mortgage payments, and other expenses. •Reimbursement and assistance in selling and purchasing or renting a place to live. •An orientation program for the new location and job. •Information on how the new job experiences will support the employees’ career plans. •Assistance for dependent family members, including identifying schools and child care and elder care options. •Help for the spouse in identifying and marketing skills and finding employment. 4. Temporary Assignments, Projects, Volunteer Work, and Sabbaticals a. Temporary assignments are job tryouts such as employees taking on a position to help them determine if they are interested in working in a new role, employee exchanges, sabbaticals, and voluntary assignments. b. Procter & Gamble and Google participated in an employee-exchange program so that the two companies could better understand each other’s business and discover ways to improve the services provided. c. Temporary assignments can include a sabbatical (a leave of absence from the company to renew or develop skills). H. Interpersonal Relationships 1. Mentoring a. A mentor is an experienced, productive senior employee who helps develop a less experienced employee (protege). b. Developing Successful Mentoring Programs—Most mentoring relationships develop informally; however, companies can have formal mentoring programs. (Text Table 9.8) provides some examples of mentoring programs). (1) One of the limitations of formal mentoring programs is that the mentors may not be able to provide counseling and coaching in a relationship that has been artificially created. (2) One of the major advantages of formalized mentoring programs is that they ensure access to mentors for all employees, regardless of gender or race. (3) Characteristics of a successful formal mentoring program include such things as voluntary participation and the length of the program being specified (Text Table 9.9) 2. Benefits of Mentoring Relationships a. Mentors provide career support, which is coaching, protection, sponsorship, and providing challenging assignments, exposure, and visibility. b. Mentors offer psychological support, which is serving as a friend and role model, providing positive regard and acceptance, and creating an outlet for a protégé to talk about anxieties and fears. c. Proteges normally receive higher rates of promotion, higher salaries, and greater organizational influence. d. Mentoring relationships provide opportunities for mentors to develop their interpersonal skills and increase their feel¬ings of self esteem and worth to the organization. 4. Coaching a. A coach is a peer or manager who works with an employee to motivate him, help him develop skills, and provide reinforcement and feedback. b. There are three roles that a coach can play. Part of coaching may be one-on-one with an employee. Another role is to help employees learn for themselves. Third, coaching may involve providing resources such as mentors, courses, or job experiences that the employee may not be able to gain access to without the coach’s help. c. To develop coaching skills, training programs need to focus on four issues related to mangers’ reluctance to provide coaching. First, managers may be reluctant to discuss performance issues even with a competent employee because they want to avoid confrontation. Second, managers may be better able to identify performance problems than to help employees solve them. Third, managers may also feel that the employee interprets coaching as criticism. Fourth, as companies downsize and operate with fewer employees, managers may feel that there is not enough time for coaching. Competing Through Sustainability: Patient Satisfaction Depends on Management Development NYP Hospital is the largest not-for-profit hospital in the US. The hospital’s mission includes “…a safe working environment, competitive compensation, and the opportunity for career advancement to its staff.” They utilize an 18 month, 3 phase “Build Tomorrow’s Leadership” program to help managers develop problem-solving, collaboration, communications, and decision making skills. Discussion Question 1. What development approaches are used in NYP’s “Build Tomorrow’s Leadership” program? How do they encourage managers’ development? Answer: The program is a 3 phase approach that includes development planning and leadership workshops, working on project teams to apply the skills, knowledge, and abilities learned in the workshops to important hospital projects, and having managers working with top clinical and administrative managers to address important strategic issues. 2. What other development approach might also be useful to add to this program? Why would it be useful? Answer: Student responses will vary here. Perhaps one direction could be to include non-managerial personnel into a pre-training program for those who may develop their careers into managerial positions eventually. Another potential idea would be to include training current managerial skills and how to help develop subordinate employees. To complement NYP Hospital's "Build Tomorrow’s Leadership" program, incorporating a coaching and mentoring approach would be beneficial. This approach pairs emerging leaders with experienced mentors who can provide personalized guidance, support, and real-time feedback as they navigate complex situations. Mentorship helps reinforce the skills learned in formal training, fostering practical application and continuous learning. Additionally, coaching sessions focused on emotional intelligence and resilience could enhance managers’ ability to handle stress and maintain patient satisfaction, ultimately contributing to a more supportive and effective leadership team. IV. Special Issues in Employee Development A. Melting the Glass Ceiling 1. The glass ceiling is a barrier to advancement to the higher levels of the organization. This barrier may be due to stereotypes or company systems that adversely affect the development of women or minorities. 2. Managers making developmental assignments need to carefully consider whether gender biases or stereotypes are influencing the types of assignments given to women versus men. Example: Safeway has taken steps to help women advance into management. A woman’s initiative, Championing Change for Women: An Integrated Strategy, includes programs that focus on leadership development, mentoring and work/life balance. To help support women’s success, the company ensures that women who work part-time and use flexible schedules have similar opportunities for coaching, advancement, and development. Integrity in Action: Mentoring Gone Awry Ends Rather than Helps Careers When a mentoring relationship between a male mentor and female protégé goes across the line from professional to personal, it can spell disaster for one or both participants. The scenario overviewed is that of General David Petraeus, who recently resigned as CIA Director after such a situation was revealed concerning him and a previous protégé. Discussion Question 1. The reality in the workplace is that men still hold the majority of leadership positions in organizations. Women need these male mentors to provide the visibility, assignments, and coaching necessary to help them develop the skills necessary for top management positions. However, many senior male leaders avoid mentoring women for fear that they will be accused of having an affair or sexual harassment. What recommendations would you have for how to encourage top company leaders to mentor women and keep the relationship professional (rather than romantic)? Answer: Student responses will vary – and likely widely based on previous experiences and beliefs concerning sexual harassment issues. However, their responses should point to the benefits derived from mentoring relationships and ways participants can avoid the pitfalls – such as having strict ethical guidelines for program participants concerning contacts and interactions external to the working environment. Encouraging top company leaders to mentor women while maintaining a professional relationship can be approached through several strategies: 1. Formal Mentorship Programs: Establish structured mentorship programs with clear guidelines, objectives, and expectations for both mentors and mentees. This helps to professionalize the relationship and sets boundaries. 2. Diverse Mentorship Committees: Include a mix of genders on mentorship committees to oversee mentor-mentee pairings and ensure a transparent process. 3. Group Mentorship Sessions: Encourage group mentorship sessions where multiple mentees are paired with a mentor at the same time. This reduces the potential for one-on-one interactions to be misinterpreted. 4. Training on Professional Boundaries: Provide training for both mentors and mentees on maintaining professional boundaries, communication skills, and recognizing the difference between personal and professional relationships. 5. Regular Check-ins: Implement regular check-ins with HR or mentorship program coordinators to monitor the progress of mentoring relationships and address any concerns early. 6. Encourage Open Dialogue: Foster a culture where concerns about mentoring relationships can be openly discussed without fear of repercussions, ensuring any issues are addressed constructively. 7. Promote Cross-Gender Mentoring Benefits: Emphasize the value of cross-gender mentoring in leadership training, highlighting successful case studies to reduce stigma and fear. By implementing these strategies, organizations can encourage effective and professional mentoring relationships that support the development of women leaders while minimizing the risk of misinterpretation. B. Succession Planning 1. Succession planning primarily involves the identification and tracking of high potential employees capable of filling higher-level managerial positions. High poten¬tial employees are those that the company believes are capable of being successful in higher-level managerial positions. These employees typically participate in fast-track development programs that involve education, executive mentoring and coaching, and rotation through job assignments. 2. Research suggests that the development of high potential employees involve three stages: In Stage I, high potential employees are selected. In Stage II, high potential employees receive development experiences. In Stage III, high potential employees usually have to be seen by top management as fitting into the company's culture and having the personality characteristics needed to successfully represent the company. 3. The 9-box grid is a three-by-three matrix used by groups of managers and executives to compare employees within one department, function, division, or the entire company A Look Back The chapter opener described ESPN’s employee development programs. Questions 1. ESPN requires all employees to complete an individual development plan (IDP). What should be included on an effective development plan? Answer: Development plans usually include descriptions of strengths and weaknesses, career goals, and development activities for reaching the career goal. An effective development plan focuses on development needs that are most relevant to the organization’s strategic objectives. 2. How could ESPN identify employees with the potential for top leadership positions? Answer: While the responses to this question may vary, students should identify the fact that identifying individuals with leadership potential requires the organization to recognize alignment with their own strategic goals and objectives. ESPN could identify employees with potential for top leadership positions by implementing the following strategies: 1. Performance Metrics and Evaluations: Regularly assess employees using performance metrics that go beyond just results, focusing on leadership qualities such as strategic thinking, decision-making, and team collaboration. 2. Leadership Assessments: Utilize leadership assessments like 360-degree feedback, which gathers input from peers, subordinates, and supervisors, to identify employees who consistently demonstrate leadership potential. 3. High-Potential Programs: Create a high-potential (HiPo) program where promising employees are selected for additional training, mentoring, and exposure to higher-level projects, providing opportunities to showcase and develop leadership skills. 4. Succession Planning: Develop a robust succession planning process that identifies potential future leaders based on their current performance and their ability to grow into more complex roles. 5. Behavioral Interviews: Conduct behavioral interviews focused on past experiences in leadership roles, problem-solving, and handling challenges. This helps in identifying employees who have a natural aptitude for leadership. 6. Talent Reviews: Hold regular talent reviews with senior leaders to discuss and identify employees who show strong leadership potential and align with the company’s strategic goals. 7. Cross-Functional Opportunities: Offer cross-functional assignments that allow employees to gain experience in different areas of the business, demonstrating their adaptability and leadership potential across various contexts. By implementing these strategies, ESPN can effectively identify and nurture employees who are most likely to succeed in top leadership roles. 3. Why does most development occur at ESPN through experiences rather than by attending courses? Answer: The issue here is that due to the nature of the business they compete in, employees at ESPN do most of their learning on the job through experiential learning. It is very difficult for employees to get away from work to attend classes and as such, learn on the job. Most development at ESPN occurs through experiences rather than by attending courses because experiential learning is more aligned with the dynamic and fast-paced nature of the media and sports industry. Here’s why: 1. Real-World Application: Experiential learning allows employees to apply skills and knowledge directly in their work environment, making the learning process more relevant and impactful. 2. Immediate Feedback: On-the-job experiences provide immediate feedback, allowing employees to learn from successes and mistakes in real-time, which accelerates their development. 3. Contextual Learning: Development through experiences is tailored to ESPN’s specific challenges and culture, enabling employees to develop skills that are directly applicable to the company’s needs. 4. Problem-Solving: The sports media industry often requires quick thinking and problem-solving. Experiential learning places employees in situations where they must navigate these challenges, honing their decision-making and leadership abilities. 5. Collaboration and Networking: Experiences, especially cross-functional projects or rotational programs, foster collaboration and networking, which are critical for leadership development and career growth. 6. Engagement and Retention: Employees are more likely to be engaged and retain knowledge when they learn by doing, as opposed to passive learning in a classroom setting. 7. Adaptability: The sports and media landscape is constantly evolving. Learning through experiences helps employees become more adaptable and responsive to change, which is crucial for success in such a dynamic environment. Overall, experiential learning at ESPN ensures that development is practical, relevant, and aligned with the company’s fast-paced, results-driven culture. Chapter Vocabulary These terms are defined in the "Extended Chapter Outline" section. Development Protean career Psychological success Development planning system Action plan Formal education programs Tuition reimbursement Assessment Myers-Briggs Type Indicator (MBTI) Assessment center Leaderless group discussion Interview In-Basket Role plays Performance appraisal Upward feedback 360-degree feedback systems Job experiences Job enlargement Job rotation Transfer Promotions Downward move Temporary assignment Sabbatical Mentor Group mentoring programs Career support Psychological support Coach Glass ceiling Succession planning High-potential employees 9-box grid Discussion Questions 1. How could assessments be used to create a productive work team? Answer: Assessment could be used to create a productive work team by selecting individuals that would work well together. Also, assessment would help individuals understand themselves and their work style so that they can better understand their reactions to others. MBTI is an especially useful tool to help teams understand the different personality types and how they work together. Assessment can also help match teams with assignments that allow them to capitalize on their preferences and strengths. 2. List and explain the characteristics of effective 360-degree feedback systems. Answer: An effective 360-degree feedback system is where employees’ behaviors and skills are evaluated not only by subordinates, but also by peers, customers, their bosses, and themselves. The raters are given a questionnaire to complete asking them to rate the person on a number of different dimensions. Raters are often asked to rate the degree to which each particular item is considered a strength or needs development. Some benefits of the system include collecting multiple perspectives of mangers’ performance, allowing the employee to compare his own personal evaluation with the views of others, and formalizing communications about behaviors and skills rated between employees and their internal and external customers. By performing this system, studies have shown that performance improvement and behavior change occur as a result. Reliable or consistent ratings are provided, raters’ confidentiality is maintained, the behaviors or skills assessed are job-related (valid), the system is easy to use, and mangers receive and act on the feedback. 3. Why do companies develop formal mentoring programs? What are the potential benefits for the mentor? For the protégé? Answer: Companies develop mentoring programs because it allows employees to increase their knowledge and develop skills by interacting with a more experienced employee. A mentor is an experienced, productive senior employee who helps develop a less experienced employee. One major reason why companies form formal mentoring programs is because they ensure access to mentors for all employees, regardless of race or gender. Also, participants in the mentoring relationship know exactly what is expected of them. Mentor programs are used to socialize new employees, increase the likelihood of skill transfer from training to the work setting, and to provide opportunities for women and minorities to gain the exposure and skills needed to evolve into managerial positions. Mentoring relationships provide opportunities for mentors to develop their interpersonal skills and increase their feel¬ings of self esteem and worth to the organization. Mentors provide career support and psychological support to their protégés. Protégés normally receive higher rates of promotion, higher salaries, and greater organizational influence. 4. Your boss is interested in hiring a consultant to help identify potential managers among current employees of a fast food restaurant. The manager’s job is to help wait on customers and prepare food during busy times, oversee all aspects of restaurant operations (including scheduling, maintenance, on-the-job training, and food purchase), and help motivate employees to provide high-quality service. The manager is also responsible for resolving disputes that might occur between employees. The position involves working under stress and coordinating several activities at a time. She asks you to outline the type of job assessment program you believe would do the best job of identifying employees who will be successful managers. What will you tell her? Answer: The best type of assessment program that should be used is the MBTI. One reason for this is because to become a manager in a type of stressful and active atmosphere as a restaurant or fast food restaurant you need to have a certain type of personality. The MBTI will let a consultant know what each employee’s personality is and which one will work best under this high-pressure job. A person taking this type of position needs to be flexible, able to work with others, agreeable and stern, approachable, etc. in order for the employees’ and customers to feel comfortable to approach him/her when things go wrong. Another assessment program could be benchmarks or assessment center. 5. Many employees are unwilling to relocate because they like their current community, and spouses and children prefer not to move. Yet employees need to develop new skills, strengthen skill weaknesses, and be exposed to new aspects of the business to prepare for management positions. How could an employee’s current job be changed to develop management skills? Answer: Some ways that an employee’s current job could be changed to develop his or her leadership skills include job rotation assignments, enlarging the current job by adding challenges or new responsibilities, and transfers or promotions. Also, the current employees could be sent to workshops updating them on the various management skills where they have to interact and participate to gain a feeling for the different management skills when in practice. 6. What are some examples of sabbaticals and why are they beneficial? Answer: A sabbatical is a leave of absence from the company for personal reflection, renewal, and skill development. An example from the chapter is how Recreational Equipment (REI) employees with 15 years of service earn their first paid sabbatical which includes four consecutive weeks of time off in addition to their vacation hours earned. 7. What is coaching? Is there one type of coaching? Explain. Answer: Coaching is when a peer or manager works with an employee to motivate him, help him develop skills, and provide reinforcement and feedback. Coaching can take on three different roles. One role is the one-on-one with an employee, which includes giving them feedback. The second role is to help employees learn for themselves which involves helping them find experts who can assist them with their concerns and teaching them how to obtain feedback from others. The third role includes providing resources such as mentors, courses, or job experiences that the employee may not be able to gain access to without the coach’s help. 8. Why are many managers reluctant to coach their employees? Answer: Managers are reluctant to coach their employees because they would rather avoid confrontation so they are reluctant to discuss performance issues with even a competent employee. This occurs usually when the manager is less of an expert than the employee; for instance, when a new manager is trying to discuss performance with a long term employee. Second, managers may be better able to identify performance problems than to help employees solve them. Third, managers may also feel that the employee interprets coaching as criticism. Fourth, as companies downsize and operate with fewer employees, managers may feel that there is not enough time for coaching. 9. Why should companies be interested in helping employees plan their development? What benefits can companies gain? What are the risks? Answer: This question could be used as a brainstorming exercise in which students try to think of as many benefits as they can. Some benefits would include improved employee morale if employees feel that the company cares about their careers, better career planning for the company, a better fit with the company and the employees, and so on. The risks are that employees may decide to change careers and leave the company after the company has spent time and money training them. Companies should help employees plan their development to boost engagement, enhance skills, and improve retention, which in turn supports succession planning and drives innovation. By investing in employee growth, companies can maintain a competitive edge and ensure they have a capable workforce ready to meet future challenges. However, risks include the potential for increased turnover, resource investment with delayed returns, and the possibility of misalignment with business needs. Despite these risks, the overall benefits of a skilled and motivated workforce typically outweigh the drawbacks, making development planning a strategic priority for companies. 10. What are the manager’s roles in a development system? Which role do you think is most difficult for the typical manager? Which is the easiest role? List the reasons why managers might resist involvement in career management. Answer: The manager’s roles in a career management system include self-assessment, reality check, goal setting, and action planning. In self-assessment managers’ provide assessment information to identify strengths, weaknesses, interests, and values. In the reality check role, managers’ communicate performance evaluation to show where employee fits into long range plans of the company. In the goal setting role, managers’ ensure that the goal is specific, challenging, and attainable as well as committing to help the employees reach the goal. In the action-planning role, managers’ identify resources employees need to reach goal including courses, work experience, and relationships. The most difficult role is the reality check role because here managers’ have to communicate with their employees about their performance and evaluations. This may be very hard for some managers because not many are comfortable with commenting on employees’ progress because they don’t want to create conflict, may not be as knowledgeable as the employee being evaluated, and the manager may feel that the employee will take it as criticism and become defensive. The easiest role for managers is the goal setting role because almost every manager has an idea on what the goals for the company are to be and in this role they have to make those goals clear and attainable to the employee. Managers may resist involvement in the management career program because they may not feel comfortable with such a structured program. Many managers are not comfortable in being involved in all the steps. 11. Draw the 9-box grid. How is it useful for succession planning? Answer: An example of a 9-box grid can be found on page 440 (Figure 9.5). They are useful in identifying talented employees who can be groomed for top-level management positions in the company by comparing employees within one department, function, division, or the entire company and identifying what talent might be missing from the firm as well. 12. Nationwide Financial, a 5,000 employee life insurance company based in Columbus Ohio, found that their management development program contained four types of managers. One type, unknown leaders, have the right skills but their talents are unknown to top managers in the company. Another group, arrogant leaders believe they have all the skills they need. What types of development program would you recommend for these managers? Answer: Student answers may vary. Mentoring programs would work better for unknown leaders, while transfers may be suggested for arrogant leaders. For "unknown leaders," I recommend implementing a visibility-focused development program. This could include cross-functional projects, leadership rotations, and mentoring with senior executives to showcase their skills to top management. For "arrogant leaders," a program centered on humility and continuous learning would be beneficial. This could involve 360-degree feedback, coaching sessions that challenge their self-perceptions, and involvement in peer-learning groups where they can see the value of diverse perspectives. Both programs should aim to align these managers' growth with the company's strategic goals, fostering more effective and well-rounded leadership. Self-Assessment Exercise Refer to the text for the self-assessment exercise. Exercising Strategy: Leadership Development at Qualcomm Qualcomm is a San Diego based world leader in next generation mobile technologies. The company has received kudos for its products, work culture and employee practices. One of the reasons for the company’s success is its unusual approach to leadership development. The company’s philosophy is to use development to help as many employees as possible develop leadership skills. Questions 1. What other types of development activities should Qualcomm consider for its leadership development program? Explain the rationale for your recommendations. Answer: In addition to the business issues that employees who participate in the Leadership Skills program examine, they would be well served to study some leadership theories, principles and practices that could help them lead the organization as the business environment, and as its own business operations, shift. Rather, then, being strictly focused on the business as it is presented today, leaders and emergent leaders would benefit from a broader education and development program that helps them acquire tools, knowledge and skills that they can apply even as the details shift. 2. How would giving a manager a project such as helping a health clinic in the small isolated mountain valley Peruvian village of Coya, which serves as many as 500 patients a week, improve its ability to access advice and offer the best care to its patients be an effective developmental experience? Explain. What managerial skills or competencies could be improved through such an assignment? Answer: This sort of assignment could help a manager improve in many ways. First, the manager would acquire some cross cultural awareness as he or she works in this type of environment. It would broaden the manager’s frame of reference. Second, the experience would help the manager acquire an ability to organize and direct the work of others, or contribute themselves, in a situation that is hectic, fast paced and perhaps even life and death. Third, the manager could acquire a deeper level of self-confidence from this type of intense cross cultural experience. The skills and competencies developed, again, could include: cross cultural awareness, organization and leadership skills, and self-confidence. Managing People: Management Development Helps Fatten Chicken, Beef, and Pork Business Tyson Foods, Inc., headquartered in Springdale, Arkansas, is one of the world’s largest processors and marketers of chicken, beef and pork. The company produces a wide variety of protein-based and prepared food products and is a recognized market leader in the retail and foodservice markets it serves. Tyson Foods created a two-year development program known as Leaders into Champions (LINC). The objectives of LINC were to create a group of managers who were ready to take executive management positions. Questions 1. Tyson uses “stretch assignments” as part of the development program. How can stretch assignments help managers develop? What type of job experiences might be considered “stretch assignments”? Answer: A “stretch assignment” forces managers to experience new challenges and exposes them to different parts of the business. The stretch assignments involve important roles that require the managers to face actual business challenges and opportunities which results in the development of new skills to successfully complete the stretch assignments. These assignments might include participation in an action learning team, research project, or executive internship. 2. Would the development activities for LINC participants vary from the development activities used for successful managers who do not have high potential and/or interest in top leadership positions at Tyson Foods? Why? Explain the similarities and differences. Answer: Student responses may vary but should identify the fact that activities for high-potential employees should be geared towards developing those employees for their future roles whereas development activities for employees who do not have high-potential should be geared towards developing the skills they need in their present positions. Yes, the development activities for LINC participants at Tyson Foods, who are high-potential leaders, would differ from those used for successful managers without high potential or interest in top leadership. LINC participants would likely engage in accelerated leadership tracks, strategic projects, and exposure to senior leadership, focusing on skills for top executive roles. In contrast, successful managers might focus on enhancing their current competencies, operational efficiency, and team management. Both groups might share foundational leadership training, but LINC participants would receive more tailored, advanced development aimed at preparing them for higher-level responsibilities. HR in Small Business: Employee Sabbatical Benefits Others at Little Tokyo Service Center Little Tokyo Service Center (LTSC) work to provide a range of social services targeting Asians and Pacific Islanders in Los Angeles County. The organization’s focus is on the needs of people in financial difficulty, with physical disabilities, or struggling with language or cultural barriers. Services include counseling, transportation, translation, and consumer education. Questions 1. Based on the information given, how well did Little Tokyo Service Center follow the development planning process described in Figure 9.1 Which elements of that system, if any, were missing? Answer: Based on the information presented in the case, it appears that this organization did not follow the Career Management Process at all… Most of the steps are not described in the case – what is described is a haphazard “by chance” opportunity for individuals to fill in during Watanabe’s sabbatical. 2. Imagine that LTSC has called you in as a consultant before Watanabe is to start his sabbatical. The agency has asked you to help obtain the maximum developmental benefit from the sabbatical arrangement. How would you recommend that Watanabe, the board of directors, and the second tier of management proceed? Answer: Answers will vary, but should generally recommend some assessment of current skills of the employees in order to determine who would best fulfill the open roles that need to be covered during the sabbatical. To maximize the developmental benefit from Watanabe's sabbatical at LTSC, I recommend the following: 1. Clear Objectives: Establish clear objectives for Watanabe’s sabbatical, focusing on specific skills or knowledge areas he should develop, such as new leadership approaches, industry innovations, or strategic insights. 2. Strategic Projects: Assign Watanabe strategic projects to work on during his sabbatical that align with the organization's long-term goals. This will ensure he remains engaged and contributes to the agency's future while on leave. 3. Mentorship and Knowledge Transfer: Pair Watanabe with a mentor outside the organization or within a different industry to gain fresh perspectives. Upon return, he should lead knowledge transfer sessions with the board and management to share insights gained during the sabbatical. 4. Second Tier Development: Empower the second tier of management to step into leadership roles during Watanabe's absence. Provide them with temporary authority and responsibilities to develop their skills and confidence in leading the organization. 5. Regular Check-Ins: Schedule periodic check-ins with Watanabe to discuss progress and adjust plans if necessary, ensuring that his sabbatical remains productive and aligned with organizational goals. 6. Post-Sabbatical Integration: Develop a post-sabbatical reintegration plan where Watanabe can apply what he has learned to the organization's strategy, possibly initiating new projects or leading change efforts based on his sabbatical experiences. This approach ensures that the sabbatical benefits both Watanabe's personal development and LTSC’s strategic growth, while also strengthening the organization's leadership pipeline. 3. Keeping in mind that an agency like LTSC would have funding and just a few senior managers, suggest two additional development activities that are likely to be most beneficial to the organization, and explain why you chose them. Answer: Here again, answers will vary but should point to the student’s understanding of developmental potential that is available in low or no-cost experiential learning opportunities. For LTSC, with its limited funding and few senior managers, I recommend these two additional development activities: 1. Cross-Training Programs: Implement cross-training programs where senior managers rotate through different roles within the agency. This broadens their experience, enhances their understanding of various functions, and fosters a more versatile leadership team. 2. Leadership Workshops with External Experts: Organize workshops led by external experts to provide new perspectives and insights. These workshops can focus on leadership skills, industry trends, or strategic planning, helping senior managers stay updated and bring innovative ideas back to the agency. Both activities maximize learning and development without significant financial investment while directly benefiting LTSC’s strategic capabilities and leadership effectiveness. Additional Activities Twitter Focus With more than 100 employees, the Little Tokyo Service Center (LTSC) in Los Angeles, California, provides a range of social services for Asians and Pacific Islanders. The center’s executive director, Bill Watanabe, was encouraged to take a sabbatical—not because he was “burned out”--but because his absence would help other LTSC employees learn to operate more independently. After a three-month break, Watanabe felt personally restored and found his absence also provided developmental opportunities for others who worked at the center. Question: What is a sabbatical? What is the difference between a sabbatical and a vacation? Answer: A sabbatical is an extended break from work, typically lasting several months to a year, allowing employees to pursue personal projects, further education, or professional development. Unlike a vacation, which is a shorter, usually one to two-week break for rest and recreation, a sabbatical is more structured and often has specific goals related to personal or professional growth. Sabbaticals are usually granted after an employee has served a certain number of years with the organization and are intended to rejuvenate and enhance their skills. In contrast, vacations are meant for relaxation and recovery from work without necessarily focusing on long-term development objectives. Manager’s Hot Seat Exercise: Personal Disclosure: Confession Coincidence? -Please refer to the Asset Gallery on the OLC for Hot Seat videos and notes. I. Introduction This scenario demonstrates how disclosure of personal information and how friendships between managers and employees can create difficult situations. Management and Organizational Behavior students will enjoy analyzing this case and discussing the pros and cons of various actions. This case could also be used in a Human Resources course when discussing the Americans with Disabilities act, as the situation deals with a recovering alcoholic and potential discrimination. II. Learning Objectives 1. To assess students’ understanding of the self-disclosure process in the workplace. 2. To analyze and evaluate the “friend/manager” role in the workplace. 3. To analyze organizational downsizing strategies. III. Scenario Description: Overview: Kathleen Doerder has set up a meeting with an employee, Janeen Winthrop, who has a recent record of poor performance. Although Kathleen has met with Janeen on two prior occasions to discuss the issue, the poor performance and frequent absences and tardiness, have continued. Janeen’s behavior has disrupted workflow, negatively affecting a number of colleagues within the department. Profile: •Kathleen Doerder is the Manager of a 65-employee marketing department at Gen-Y.net, an internet travel agency selling customized surprise adventure trips around the world. •Janeen Winthrop works with the creative marketing department to produce radio and print advertisements. She works within a team of 15, generating concepts and assisting in the implementation and layout of designs. References: The references included in the DVD are: •Components of Self-Disclosure (PPT 11-3) •Benefits of Self-Disclosure (PPT 11-4) •Elements of Trust (PPT 11-7) •Tips for Developing Trust (PPT 11-8) Back History: Janeen has never been known for her punctuality, which has never been a big deal – it’s actually become one of the running jokes in the department. But now it is becoming a big deal – very big. Janeen has been showing up later and later, more and more frequently over the course of six weeks. It is becoming problematic – Kathleen is quite torn: she feels she should be lenient, knowing Janeen is truly devoted to maintaining an enthusiastic and content staff and is always persistent in her efforts to make things work out. Janeen is a recovered alcoholic and has been sober for eight years. Over the past six weeks, she’s had a few relapses. Janeen has been very close-mouthed about her alcoholism and has shared it with no one – on social occasions, she claims to never have had any interest in alcohol and simply prefers to not partake. As of two weeks ago she’s been going to AA twice a day. She’s not drinking and is over the hump. Scene Set-up: Kathleen meets with Janeen to discuss her tardiness and performance problems. Scene Location: Kathleen’s Office The Meeting - Summary: Kathleen explains to Janeen that she has noted increased tardiness and poor performance. Kathleen tries to get Janeen to divulge what is going on in her life personally that could explain this sudden downturn in performance. Janeen breaks down in tears and reveals that she is a recovering alcoholic who had a relapse in the past six weeks but she is returning to AA and is getting back on track. Kathleen is sympathetic to this issue and suggests that she take the rest of the week off and then return on Monday. Kathleen indicates that if Janeen continues to be late, she’ll have to report the issue to HR, otherwise, she will not share this information with anyone. Two months later – The company has suffered financially and needs to lay off employees. Kathleen explains that Janeen is being laid off because of her seniority, not her performance. Janeen is outraged and accuses Kathleen of using the personal information she divulged against her. She threatens to sue and storms out. Afterthoughts – Summary: Kathleen says that it was hard not to get emotionally involved with Janeen when she broke down and cried but she had to stay even-keeled. Kathleen says that being friends with her employees is a strategy she uses to improve relations among co-workers. Being Janeen’s friend made it hard to tell her she was being laid off. If she didn’t lay her off, others would think it was because of nepotism. When she did lay her off Janeen thought it was because of the personal information Janeen shared. Dossier: The specific artifacts included in the DVD are: 1. J. Winthrop Performance Notes: 4/8/02 2. J. Winthrop Performance Notes: 6/7/02 3. Company-wide Notice on Layoffs IV. Discussion Questions: The References and related Discussion Questions may be found in PowerPoint slides 11-1 to 11-10 on the instructor’s side of the text’s Website. Learning Objective #1: To assess students’ understanding of the self-disclosure process in the workplace. 1. Review the Components of Self-Disclosure (PPT 11-3). Based on Janeen’s behavior in the scenario, what basic steps and tips did she exemplify or violate? Answer: Janeen did share her feelings and focused mainly on the present by indicating what she was doing now to solve the problem. It’s unclear what level of disclosure she had provided to Kathleen in the past so it’s hard to tell if it was gradual or not. From the scenario, it appears that she did not maintain a reciprocal level with her manager, but, again, we don’t know what prior personal conversations may have taken place. Student’s answers will vary as to the appropriateness of the disclosure at this point in time. Discuss the level of disclosure Janeen provided and what other approach she may have taken. Without the specific details of Janeen's behavior from the scenario, general tips for self-disclosure can be evaluated: Basic Steps and Tips for Effective Self-Disclosure: 1. Relevance: Janeen should disclose information that is relevant to the context. If she shared information pertinent to the situation, she exemplified this step. 2. Appropriateness: She should have chosen the right level of detail for the audience. If her disclosure was too personal or not suited to the professional setting, it would be a violation. 3. Timing: Effective self-disclosure involves choosing the right moment. If Janeen disclosed too early or too late, this could undermine the effectiveness of her communication. 4. Mutual Sharing: Self-disclosure should encourage reciprocal sharing. If Janeen’s disclosure prompted open communication from others, she followed this tip. 5. Respect for Privacy: She should respect boundaries and avoid sharing overly sensitive information. If she maintained confidentiality and did not overshare, she adhered to this principle. 6. Authenticity: Janeen's disclosure should reflect her genuine feelings and thoughts. If her disclosures were authentic, she demonstrated this effectively. If Janeen’s behavior matched these criteria, she exemplified effective self-disclosure; if not, she may have violated these principles. 2. What benefits of self-disclosure (see PPT 11-4) did Janeen realize? What were the disadvantages of her self-disclosure? Answer: Janeen probably enjoyed many of the benefits listed on the slide. Specifically, she was given time off to continue to make progress on her recovery. Janeen perceives that her disclosure was a major disadvantage because it caused her to be fired. Again, it may be useful to discuss more moderate levels of disclosure that Janeen could have taken to prevent this situation.  1. What is Kathleen’s strategy [in the initial meeting]? A. Identify problem B. Threaten Janeen C. Be compassionate Janeen wants to understand Janeen’s problem because her work performance is suddenly different.  2. Janeen’s disclosure [about her relapse] is: A. Inappropriate B. Appropriate C. Irrelevant Because she was pressed by Kathleen, Janeen’s disclosure was appropriate. It appeared that that was the type of information Kathleen was looking for. However, it may not have been the best course of action for Janeen. Learning Objective #2: To analyze and evaluate the “friend/manager” role in the workplace. 1. What tips for building trust did Kathleen employ in this scenario? Provide examples from the scenario to support your answer. (see PPT 11-7 and PPT 11-8) Answer: She kept the lines of communication open by soliciting information with Janeen and by having repeated meetings with her regarding her performance. She says she kept the information about Janeen’s alcoholism confidential. 2. How did the friendship with Janeen affect Kathleen when the company decided to downsize? Answer: Kathleen was stuck in a very difficult situation because she had used her friendship with Janeen to get her to reveal information that may have affected her decision on who to lay-off. Even if the information did not affect her decision, the appearance that it did is hard to defend. On the one hand, Kathleen wants to be open and honest with her employees, but she also wants to maintain complete professionalism and make business-related decisions. This scenario depicts the fact that this is a hard line to walk.  3. Kathleen’s response [that she will have to write Janeen up and tell human resources if she doesn’t improve] is: A. Too strict B. Too gentle C. Irresponsible Student’s answers will vary and this should generate a good discussion about how the friendship/management role differentiation is challenging. Kathleen's friendship with Janeen likely had several effects when the company decided to downsize: 1. Emotional Impact: Kathleen may have experienced increased emotional stress and anxiety due to the potential conflict of interest or concern about how the downsizing would affect Janeen and their friendship. 2. Perceived Favoritism: If Janeen was involved in decision-making or had influence over the downsizing process, Kathleen might have worried about perceived favoritism or unfair treatment affecting her job security. 3. Support and Comfort: The friendship might have provided Kathleen with emotional support and comfort during the challenging period, helping her cope with the uncertainty and stress of the downsizing. 4. Professional Boundaries: Kathleen may have struggled with maintaining professional boundaries, balancing her personal feelings towards Janeen with her work responsibilities and any professional decisions she had to make. Overall, the friendship could have influenced Kathleen’s experience of the downsizing, affecting her emotional well-being, job security perceptions, and professional interactions. Learning Objective #3: To analyze organizational downsizing strategies. 1. After reviewing the “Company-wide Notice on Layoffs”, do you believe Kathleen made the right decision in laying off Janeen? Why or why not? Answer: The memo says that the first round of lay-offs will be based on performance, not seniority. Then, seniority will be the determining factor if more layoffs are required. During her conversation with Janeen, Kathleen refers to her seniority as the reason she is being laid off. Janeen indicates that she is the first one to be laid off and her performance has been excellent. Kathleen agrees and “J. Winthrop Performance Notes: 6/7/02” describe Janeen’s excellent recent performance. Therefore, it doesn’t make sense that Janeen should be the one laid off first. Perhaps, her performance when she suffered her relapse was taken into consideration? Discuss the students’ perspectives on this.  4. Kathleen’s delivery [regarding Janeen’s layoff] is: A. Compassionate B. Cold C. Professional Student’s answers will vary. It seems that she may be a little cold and also doesn’t really provide an adequate explanation or effectively refute Janeen’s accusations.  5. Janeen’s argument [that she is being discriminated against] is: A. Valid B. Over-emotional C. Off target She seems to jump to conclusions without asking for more information which indicates that she is a little over-emotional. However, her suspicions could be valid if Kathleen’s choice was biased and based on seniority rather than overall performance to determine her layoff.  6. Is there a discrimination case? A. Absolutely B. Definitely not C. Possibly It’s definitely possible because individual’s who are recovering from a drug or alcohol addiction and actively seeking help are protected under the Americans with Disabilities Act. Therefore, for the reasons mentioned in the answer to #1 above, Janeen may have a case. Without specific details from the “Company-wide Notice on Layoffs,” the decision to lay off Janeen would depend on several factors: 1. Objective Criteria: If Kathleen followed objective criteria for layoffs, such as performance metrics and business needs, her decision would be justified based on fairness and organizational priorities. 2. Impact on Team: If Janeen’s layoff was necessary for the company's survival and to protect other jobs, Kathleen’s decision might have been right despite the personal impact. 3. Legal and Ethical Considerations: If Kathleen adhered to legal and ethical guidelines during the layoff process, ensuring no bias influenced the decision, it would support the appropriateness of the decision. 4. Communication: Effective communication and transparency about the reasons for layoffs are crucial. If Kathleen communicated the rationale clearly and empathetically, it would reinforce the legitimacy of her decision. If Kathleen's decision aligned with these principles, it would be considered the right choice in the context of the company’s needs. Teaching Suggestions Several interesting topics in this chapter lend themselves to additional activ¬ities, such as diversity training, mentoring, and so on. A couple of in class activities are suggested as well as a possible library assignment. 1. The following statements can be given to student groups (three to five students per group), and they can be asked to agree or disagree and prepare the rationale for their decision. Diversity (Raymond Noe, Michigan State University) "For diversity training to work, it requires employees to explore values and stereotypes they hold about different ethnic, racial, and gender groups. This may actually result in even more alienation between groups. Why? One of the potential negative aspects of this approach is that it highlights the difficulty that employees will have in trying to determine the 'right' way to communicate and work with others from ethnic, racial, or religious backgrounds with whom they are not accustomed to dealing. Also, discussing stereotypes may expose the company to potential lawsuits due to the fact that the training is very personal in nature and may expose discriminatory practices and libelous and slanderous information." "Our company attempts to manage a diverse work force, not through training, but through affirmative action and strict adherence to the Civil Rights Act of 1991. We ensure that employees are treated fairly in terms of compensation, selection, development opportunities, and promotions." "Because diversity training is such a sensitive issue, we will use it only in response to incidents that occur that warrant attention." 2. Mentoring is a subject that can be used for class discussion. An interesting article on mentoring is "Mentoring Takes a New Twist" by Beth Rogers, HR Magazine, August 1992, pp. 48 51. What are the advantages and problems with formal mentoring programs? What are the advantages and problems with informal mentoring programs? What are the advantages and problems with the person serving as a mentoring? As the person being mentored? 3. Part of dealing with diversity for most organizations includes dealing with an increasing number of women managers. Students could take a test called "Women as Managers Scale" to determine their stereotypes and possible misconceptions about women managers. This self test can be found in Terborg, Peters, llgen, and Smith, "Organizational and Personal Correlates of Attitude toward Women as Managers." Academy of Management Journal, March 1977, p. 93. 4. Library Assignment: Have students research examples of successful corporate mentoring programs, diversity training programs, and assessment centers. Students could write up their results and share them with the class. 5. Research Assignment: Have students research the "glass ceiling" issue. Two available sources include "A Solid Investment: Making Full Use of the Nation's Capital" and "Good for Business: Making Full Use of the Nation's Human Capital." These are the two reports from the federal Glass Ceiling Commission created by the Civil Rights Act of 1991. Copies of these reports are available on the Internet at http://www.ilr.cornell.edu/library. HRM Failures Top Case 9: Promoting without Discrimination Laurie Chadwick, the mother of four children, worked as a claims specialist for a health insurance company in Maine. When the team-leader job—a management position—became available, Chadwick applied; however, she did not get the promotion. Chadwick sued her employer under Title VII of the Civil Rights Act of 1964 and the Maine Human Rights Act. The suit claimed that, in rejecting Chadwick’s bid for promotion, her employer had considered her family responsibilities. Comments supporting Chadwick’s claim included Chadwick’s supervisor saying, "You have a lot on your plate,’’ and "If [the three interviewers] were in your position, they would feel overwhelmed.’’ Chadwick’s employer defended its actions by declaring that child-care obligations cause mothers of young children to neglect their job duties. A district court dismissed the suit. It pointed out that, since her employer had not expressly stated that gender was the reason Chadwick didn’t get the job, Chadwick had not proved gender bias. However, an appeals court reversed the lower court’s decision, saying that a direct reference to gender is not required to establish a "sex plus’’ claim—that is, that Chadwick’s sex plus her status as a mother with young children resulted in adverse treatment. The court ruled that when employers assume a woman will perform her job less well because of family obligations, they engage in sex stereotyping. And any adverse actions an employer takes on that basis constitute gender discrimination. The court also said, based on the supervisor’s remarks, a reasonable jury was likely to find that Chadwick was passed over for promotion because of societal stereotypes about women, work, and child care. This case has important implications for employers regarding employee development. Employers should be careful not to make decisions about employees based on any assumptions regarding the employee’s personal life. Assuming a female employee—just because she is female—will neglect her job responsibilities because of child-care responsibilities can be seen as gender discrimination. Question You’re a supervisor and one of your direct reports—a mother with one-year-old twins—is interested in applying for a job opening that represents a promotion for her. What do you do? Possible answers •If asked, provide details of the job description for the open position. •Be available to answer any questions the employee may have about the job. •Refrain from making any comments related to the employee’s family status. As a supervisor, you should approach the situation with fairness and a focus on merit. Here’s what to do: 1. Assess Qualifications: Evaluate the employee’s qualifications, skills, and performance against the job requirements objectively, without considering her family status. 2. Provide Support: Offer support and resources to help her prepare for the application process, ensuring she has equal access to opportunities. 3. Avoid Bias: Ensure that any decisions or comments about her candidacy are based on her professional capabilities and not on assumptions about her family responsibilities. 4. Encourage Development: Encourage her to apply and promote a culture where family responsibilities do not impact career advancement. 5. Transparent Process: Maintain a transparent and fair selection process, with clear criteria for the promotion. By focusing on her professional merits and maintaining a bias-free approach, you uphold principles of fairness and compliance with anti-discrimination laws. Case: Chadwick v. Wellpoint, 561 F 3d 38; 2009 U.S. App. Lexis 6426. Source: James E. Hall, Mark T. Kobata and Marty Denis, ”Sex Stereotyping Claim of Working Mother,” Workforce Management, May 2009, http://www.workforce.com. Solution Manual for Human Resource Management Raymond Noe, John Hollenbeck, Barry Gerhart, Patrick Wright 9780077164126