CH-10 Empowering Employees for Success – Supervision: Concepts and Practices of Management : Book Guide

Chapter 10 Empowering Employees for Success Learning Objectives 1. Discuss the interaction between the supervisor and the human resources department in empowering employees for success. Managing human resources (HR) should be one of the supervisor’s top priorities. In fulfilling staffing responsibilities, the supervisor can be substantially aided by the HR department. Increasingly, many organizations use firms that supply temporary workers to do some of the staffing work. One ongoing process of staffing is determining how many employees and what skills are needed to accomplish various work assignments. Job descriptions indicate the duties and responsibilities of the job and must be reviewed periodically. Job descriptions that accurately describe jobs help supervisors provide realistic job previews, develop performance standards, conduct performance appraisals, and other staffing functions. Job specifications detail the SKAs an employee should have to perform a job adequately. Applicants are recruited and screened based on the job specifications. HR advertises the opening, recruits a pool of applicants, screens, tests, and checks references, and conducts background checks. The departmental supervisor and those who will be working with the new hire either make or will have the most say in the final hiring decision. 2. Describe actions the supervisor should take to prepare for the selection process. The pervasive presence of EEO laws and regulations has resulted in the HR staff assuming much of the responsibility to ensure that an organization’s employment policies and practices comply with these laws. The supervisor should review the applicant’s application, test scores, and other background materials. Hopefully, HR verified the applicants’ past work performance so that negligent hiring does not take place. With a list of key questions, the supervisor should be able to cover the most important areas in which more information is needed. By preparing questions in advance, the supervisor can make certain that all applicants are asked the same questions. Supervisors should develop job-related questions. Situational questions may be used to assess how an applicant would act in a given situation. Remember, ask job-related questions that foster non-discriminatory and fair treatment of all applicants. All aspects of the selection process must comply with the OUCH test—objective, uniform in application, consistent in effect, and have job relatedness. 3. Identify what the supervisor can do to ensure that the most qualified applicant is chosen. Selection is the process of choosing the best applicant to fill a particular job. After job applicants are located, information must be gathered to help in determining who should be hired. Supervisors will use either a directive or nondirective interview approach, or some combination of the two. The directive interview is highly structured; the supervisor asks each applicant specific questions and guides the discussion. In the nondirective interview, the supervisor allows the applicant freedom to determine the course of the discussion. The supervisor is tasked with establishing a setting for the interview that is private and comfortable for the applicant. In some cases, the most appropriate setting is a virtual setting. The supervisor may open the employee selection interview by using an approach that reduces tension, such as asking a question that is easily answered. The supervisor should explain the job, use effective questioning techniques, and take appropriate notes. When evaluating an applicant, the supervisor should avoid such common pitfalls as making hasty judgments; allowing generalizations, such as the halo or the horns effect; or forming impressions based on personal biases or preferences. The OUCH test will help the supervisor minimize judgmental errors. At the conclusion of the interview, the supervisor should remember that the applicant is entitled to a decision as soon as possible. The supervisor should strive to have the applicant leave with an impression of fair and courteous treatment. 4. Describe the hiring process and the importance of documentation. The supervisor wants to select employees who will contribute to excellent departmental performance. A review of the selection criteria is critical to identifying the best applicant. Depending on the organization, subordinates, peers, or team members may have a say in determining who is hired. This involvement varies from assistance in defining job duties to having a say in the final decision. The hiring decision will never make everyone happy. Documentation of the selection process is critical in helping to demonstrate that the process is based on job-related factors and is non-discriminatory. 5. Understand how to conduct an effective onboarding program. Efficiently and effectively bringing employees onboard should be the supervisor’s top priority. Traditionally, orientation means helping new employees become acquainted with the organization and its policies and procedures. This is done with the help of the HR department. The supervisor ensures that new hires understand what is expected in the way of job duties. A checklist can ensure that each new employee receives the same information. In most large organizations, the HR department helps the supervisor with the basic orientation process. Effective onboarding is a process that continues beyond the first day on the job. The supervisor’s supportive attitude and the involvement of other employees are significant. Using other employees as mentors is an effective way to shape the new employee’s behavior positively. Positive role models, coaches, or mentors should be used to perpetuate excellent performance standards. 6. Explain approaches to training and the supervisor's role in employee development. Every supervisor should see himself or herself as a coach and mentor with responsibility to help each employee be the best he or she can be. When supervisors lack the time or technical skills to do the training personally, they can delegate the task to an experienced employee with excellent job performance. Off-the-job and online training programs also can help employees perform better. Training and development is a continual process, not just a one-time effort. Supervisors must determine the skills employees need to do their jobs better. Factors such as failure to meet organizational objectives, operating problems, introduction of new machines and equipment, and addition of new job responsibilities to a position can help the supervisor pinpoint training needs. The supervisor should constantly monitor the training that each person needs. Instructional objectives and a procedure for evaluating the effectiveness of training are essential. Also, supervisors must recognize the need for their own training and development, and they should explore all opportunities for career development. Supervisors should consider having career plans to help them chart and monitor their long-term career progression. PowerPoint Presentation Slides 10-2, Learning Objectives Lecture Outline I. The Human Resources Department and the Supervisor’s Staffing Responsibilities The management of human resources is the supervisor’s most important activity, and it begins with staffing. In a broad sense, human resource management (HRM) encompasses the philosophies, policies, procedures, and practices related to the management of people in an organization. To perform the activities necessary to accomplish its goals, every organization must have human resources and use them effectively. To facilitate these activities, many firms have a human resources (HR) department. For many organizations, the role and size of the HR department has expanded, in part, because of the need to comply with government regulations. At the same time, some organizations have found it cost-effective to contract out, or outsource, some HR activities. PowerPoint Presentation Slide 10-3, The Human Resources Department and the Supervisor’s Staffing Responsibilities A. Human Resources Advice and Supervisory Decisions The usefulness and effectiveness of any HR department depends on its ability to develop close working relationships with managers and supervisors.The HR department often is given primary responsibility for certain activities, and supervisors must follow HR requirements with little or no discretion. For example, certain policies and practices regarding Equal Employment Opportunity (EEO), labor relations, and wage rates are typically formulated and directed by the HR department, but there are many areas and situations in which supervisors must make the decisions. Because employee problems arise continually, supervisors should consult with the HR department staff for assistance, information, and advice. HR staff members usually prefer to offer suggestions to line supervisors, who, in turn, must decide whether to accept, alter, or reject those suggestions or recommendations. When supervisors conclude that a recommendation of the HR staff is not feasible, those supervisors should make their own decisions. However, when supervisors follow the advice of the HR staff, they are still accountable for their decisions. What Have You Learned? Question 1 PowerPoint Presentation Slide 10-4, The Human Resources Department and the Supervisor’s Staffing Responsibilities (cont’d) B. Determining the Need for Employees The staffing function is an ongoing process for the supervisor; it is not something that is done only when a department is first established. Because supervisors depend on employees for results, they must make certain that there are enough well-trained employees to fill all positions. An ongoing aspect of the supervisory staffing function is that of determining the department’s need for employees, both in number and job positions. Supervisors should become familiar with departmental jobs and functions and should consult the organizational chart or manual if one is available.By carefully studying the department’s organization, the supervisor can reasonably determine how many employees and what skills are needed to accomplish the various work assignments. PowerPoint Presentation Slide 10-5, The Human Resources Department and the Supervisor’s Staffing Responsibilities (cont’d) C. Developing Job Descriptions and Job Specifications After determining the number of positions and skills that are needed, the supervisor’s next step is to match jobs with individuals. This usually is done with the aid of job descriptions which indicate the duties and responsibilities of each job. Similarly, when a new job is created, the supervisor should determine its duties and responsibilities and develop an appropriate job description. While the final job description may be written by a HR staff person, the supervisor is responsible for determining what goes into it. A supervisor should at least annually compare each job description with what each employee does. Outdated job descriptions that no longer fit job duties should be corrected. When the supervisor finds that some of the duties assigned to a job no longer belong to it, then these duties should be deleted or assigned elsewhere. Job descriptions that describe jobs accurately help supervisors provide realistic job previews, develop performance standards, conduct performance appraisals, and perform other staffing functions. What Have You Learned? Question 3 PowerPoint Presentation Slide 10-6, The Human Resources Department and the Supervisor’s Staffing Responsibilities (cont’d) D. Determining How Many Employees to Hire Large-scale hiring usually occurs when a new department is created or when a major expansion takes place. The more typical pattern is to hire one or a few employees as the need arises. In many cases, however, a supervisor’s problems are not solved by getting more help. In fact, the situation may become worse. Instead of reducing problems, overstaffing causes inefficiencies and so may give rise to new problems. Sometimes, a supervisor will ask for additional help because the workload has increased substantially and the department is under extreme pressure. Before requesting additional help, the supervisor should make certain that the employees currently in the department are being used fully and that any additional help is necessary and in the budget. PowerPoint Presentation Slide 10-7, The Human Resources Department and the Supervisor’s Staffing Responsibilities (cont’d) E. Soliciting Recruitment and Selection Assistance When supervisors have open positions in their departments, they normally ask the HR department to recruit qualified applicants. Most organizations try to fill job openings above entry-level positions through promotions and transfers. Internal applicants already know the organization, and the costs of recruitment, orientation, and training are usually less than those for external applicants. Generally, internal applicants can be found through computerized skills inventories or job postings and biddings. Advertising, professional recruiting, social networks like LinkedIn, college career centers, public or private employment agencies, employee referrals, walk-ins, and contract or temporary-help agencies are some of the sources companies may use. Applicants who lack the required qualifications are screened out. Those who do have the qualifications are referred to the supervisor of the department where the job is open. PowerPoint Presentation Slide 10-8, The Human Resources Department and the Supervisor’s Staffing Responsibilities (cont’d) II. Preparing for Selection Because the purpose of the selection process is to choose the most qualified person to fill the needs of the organization, supervisors with the help of HR must plan and prepare. Legislation has somewhat restricted the recruiting and selection process. With the aid of HR personnel, the supervisor should always review the EEO laws. A. Understanding the Influence of Equal Employment Opportunity Laws EEO legislation restricts the questions employers may ask job applicants. The overriding principle to follow in employee selection interviews is to ask job-related questions. Figure 10.2 lists some of the most common areas of unlawful and potentially unlawful inquiry. To determine whether a selection criterion is appropriate and complies with the law, one consulting firm has suggested the OUCH test. OUCH is a four-letter acronym that represents the following: objective, uniform in application, consistent in effect, and has job relatedness. A selection criterion is objective if it systematically measures an attribute without being distorted by personal feelings. A selection criterion is uniform in application if it is applied consistently to all job candidates. A selection criterion is consistent in effect if it has relatively the same proportional impact on protected groups as it does on others. A selection criterion has job relatedness if it can be demonstrated that it is necessary to perform the job. Personal Skill Builder 10-1: What Call Will You Make? Personal Skill Builder 10-2: Ethical Issues What Have You Learned? Question 2 PowerPoint Presentation Slide 10-9, Preparing for Selection PowerPoint Presentation Slide 10-10, Figure 10.2 B. Reviewing the Applicant’s Background Before interviewing a job applicant, the supervisor should review all background information that has been gathered by the HR office. When studying the completed application, the supervisor should always keep in mind the job for which the applicant will be interviewed. A supervisor should also review the results of any employment tests taken by the applicant. An increasing number of organizations are administering job performance, integrity/honesty, and drug tests before the interview stage. References provide additional information about the applicant. Generally, telephone or e-mail checks are preferable because they save time and allow for greater feedback. Social media screening is a fairly new practice some employers choose to use to learn more about applicants’ backgrounds and activities. Scanning a potential hire’s Facebook or LinkedIn page may provide a wealth of positive and negative insight. PowerPoint Presentation Slide 10-11, Preparing for Selection (Cont’d) C. The Consequences of Failing to Check Adequately For certain types of low-level, large-scale hiring positions, such as retail clerks, it would be economically and logistically unlikely that a firm would be willing to go beyond just a routine check of résumé information. The importance of verifying reference or application form data cannot be overemphasized. Various organizations have been charged with negligently hiring employees who later commit crimes. Typically, the lawsuits charge that the organizations failed to adequately check the references, criminal records, or general background information that would have shown the employee’s propensity for deviant behavior. The rulings in these cases, which range from theft to homicide, should make employers more aware of the need to check applicants’ references thoroughly. PowerPoint Presentation Slide 10-12, Preparing for Selection (Cont’d) D. Preparing Key Questions In preparing for the interview, the supervisor should develop a list of key questions, which may include directive and nondirective components. It is preferable that the supervisor list six to ten directive and nondirective questions that are vital to the selection decision and are job-related. It is important that all applicants be asked the same set of key questions so that responses can be compared and evaluated. Some organizations appear to have changed their focus from fixed job descriptions and job specifications to the competencies that differentiate average performers from superior ones. Competencies are the set of skills, knowledge, and personal attributes possessed by the superior performer. PowerPoint Presentation Slide 10-13, Preparing for Selection (Cont’d) III. Interviewing and Choosing from among Qualified Applicants After the HR department has screened and selected qualified applicants for a job opening, the departmental supervisor normally interviews each candidate before any decision is made. Supervisors should make, or at least should have considerable input in making, the final hiring decisions for jobs in their departments. However, supervisors should not make staffing decisions without considering the legal ramifications of their decisions. See Supervisory Tips Box on page 382 Regardless of who makes the final hiring decision, however, selection criteria must be developed. Selection criteria are the factors used to differentiate applicants. Education, knowledge, experience, test scores, application forms, background investigations, and interpersonal skills often serve as selection criteria. A. The Selection Process Selection is the process of screening applicants in order to choose the best person for a job. Once job applicants have been located, the next step is to gather information that will help determine who should be hired. Usually, the HR staff or the supervisor reviews résumés or applications to determine which applicants meet the general qualifications of the position. Then, qualified applicants may be further screened with tests, reference or background checks, and interviews to narrow down the pool of applicants. For supervisors, the most frequently used selection criterion, and often the most important part of the selection process, is the employee selection interview. Depending on the type of job, the applicant may be interviewed by one person, by several members of a work team, or by even external stakeholders. There are two basic approaches to interviewing: directive and nondirective. These approaches are classified primarily according to the amount of structure the interviewer imposed on the interview. B. The Directive Interview In a directive interview, the interviewer guides the discussion with a predetermined outline and objectives in mind. This approach is sometimes called a patterned or structured interview. An outline helps the interviewer ask specific questions to cover each topic on which information is wanted. C. The Nondirective Interview The purpose of a nondirective interview is to encourage interviewees to talk freely and in depth. Rather than asking specific questions, the supervisor may stimulate the discussion by asking broad, open-ended questions. This unstructured approach to interviewing allows for great flexibility, but it is generally more difficult and time-consuming to conduct than directive interviews. PowerPoint Presentation Slide 10-14, Interviewing and Choosing among Qualified Applicants PowerPoint Presentation Slide 10-15, Figure 10.3 D. Blending Directive and Nondirective Approaches In employee selection interviews, the directive approach is used most often because supervisors find it convenient to obtain information by asking the same direct questions of all applicants. At times, however, supervisors should strive to blend directive and nondirective techniques to obtain additional information that might help them reach a decision. Often, interviewers use situational questions to assess what the applicant would do in a certain situation. The supervisor may gain deeper insight into applicants’ abilities to think and solve problems that could make the difference in choosing which applicant to hire. E. Conducting the Selection Interview The purpose of the selection interview is to collect information and arrive at a decision concerning the job applicant. Many organizations have forms and procedures to guide supervisors in the interview process. All those in the interview progress must know what can be asked and what should not be asked of job applicants during the interview. A general rule is to seek information that is related to job qualifications and the candidate’s ability to do the job. F. Establishing a Conducive Physical Setting Privacy and some degree of comfort are important components of a good interview setting. When a private room is not available, the supervisor should at least create an atmosphere of semiprivacy by speaking to the applicant in a place where other employees are not within hearing distance. In some interviewing situations, employers choose a virtual setting for interviews, using web-based one-way or two-way video to conduct interviews with potential hires. G. Opening the Interview The interview should enable job seekers to learn enough to help them decide whether to accept the position if it is offered. The supervisor must conduct the interview professionally by opening the interview effectively, explaining the job requirements, and using good questioning and note-taking techniques. Some supervisors try to create a feeling of informality by starting the interview with social conversation about the weather, city traffic, a recent sports event, or some broad interest but noncontroversial topic. An informal opening can help reduce an applicant’s tensions, but it should be brief and then the discussion should move quickly to job-related matters. The supervisor should avoid excessive informal conversation because studies of employee selection interviews have revealed that frequently an interviewer makes a favorable or an unfavorable decision after the first five minutes of the interview. PowerPoint Presentation Slide 10-16, Interviewing and Choosing among Qualified Applicants (Cont’d) PowerPoint Presentation Slide 10-17, Figure 10.4 H. Explaining the Job During the interview, the supervisor should discuss details of the job, working conditions, wages, benefits, and other relevant factors in a realistic way. A realistic organizational preview (ROP) includes sharing complete information about the organization: its mission, philosophy, opportunities, and other information that gives applicants a good idea of where the job fits in and why it is important. In discussing the job, a realistic job preview (RJP) informs applicants about the desirable and undesirable aspects of the job. To make a job look as attractive as possible, the supervisor may be tempted to describe conditions in terms that make it more attractive than it is in reality. I. Asking Effective Questions The supervisor should not ask the applicant to repeat information on the application. Instead, the supervisor should rephrase questions to probe for additional details. A supervisor must use judgment and tact when questioning applicants. Interviewers sometimes use questions like these to see how applicants respond to difficult personal questions. However, these questions may antagonize the applicants. By no means should the supervisor pry into personal affairs that are irrelevant or removed from the work situation. J. Taking Notes In their efforts to make better selection decisions, many supervisors take notes during or immediately after the interview.Written information is especially important when a supervisor interviews a number of applicants. However, the supervisor should avoid writing while an applicant is answering a question. Instead, it is more courteous and useful for the supervisor to jot down brief response summaries after the applicant has finished talking. K. Avoiding Interviewing and Evaluation Pitfalls The chief problem in employee selection usually lies in interpreting the applicant’s background, personal history, and other pertinent information. Supervisors should particularly avoid making judgments too quickly during interviews with job applicants. Although it is difficult not to form an early impression, the supervisor should complete the interview before making any decision and should strive to apply the OUCH test to avoid the numerous pitfalls that can occur both during and after an interview. Supervisors also should avoid generalizations. The situation in which a supervisor generalizes from one aspect of a person’s behavior to all aspects of the person’s behavior is known as the halo or horns effect. Halo effect is the tendency to allow one favorable aspect of a person’s behavior to positively influence judgment on all other aspects. Horns effect is the tendency to allow one negative aspect of a person’s behavior to negatively influence judgment on all other aspects. PowerPoint Presentation Slide 10-18, Interviewing and Choosing among Qualified Applicants (Cont’d) L. Closing the Interview At the conclusion of the employee selection interview, the supervisor will likely have a choice among several alternatives, ranging from hiring the applicant to deferring the decision to rejecting the applicant. Supervisors who have the final authority to make decisions can decide to hire an applicant on the spot. All the supervisor has to do is tell the applicant when to report for work and provide any additional, pertinent instructions. If the supervisor wishes to defer the decision until several other candidates for the job have been interviewed, the applicant should be informed that he or she will be notified later. Regardless of its outcome, applicants should leave interviews feeling that they have been treated fairly and courteously. It is every supervisor’s managerial duty to build as much goodwill as possible because it is in the organization’s self-interest to maintain a good image. M. Completing the Post-Interview Evaluation Form Some organizations have the supervisor and other members of the interview team complete an evaluation form shortly after the interview while the information is still fresh in their minds. Its approach increases the likelihood that the same selection criteria are applied to each applicant. Other firms may require that supervisors submit a written evaluation that summarizes their impressions of and recommendations for each job candidate. See Figure 10.5 A Post-Interview Evaluation Form on page 388 What Have You Learned? Question 4 Personal Skill Builder 10-3: The Choice IV. Making the Hiring Decision The decision to hire can be challenging when the supervisor has interviewed several applicants and all appear qualified for the job. At times, information from the applications, tests, and interviews indicate which applicants should be hired. However, at other times such information may be unconvincing or perhaps even conflicting. At this point, supervisory judgment and experience come into play. The supervisor must select employees who are most likely to contribute to good departmental performance. By carefully analyzing all the information and keeping in mind previous successes and failures in selecting employees, the supervisor should be able to select applicants who are most likely to succeed. A. Involving Employees in the Hiring Decision The degree to which employees are involved in the selection process differs among organizations. Members of employee work teams are generally most knowledgeable about job responsibilities and challenges. They can offer valuable insight into the employee selection process. However, it is important to note that the downside of involving employees in the hiring decision is the possibility of favoritism and violation of EEOC regulations. Supervisors must be aware of company policies regarding nepotism. Nepotism is the practice of hiring relatives. B. Documenting the Hiring Decision Documentation is necessary to ensure that a supervisor’s decision to accept or reject an applicant is based on job-related factors and is not discriminatory. At times, a supervisor’s hiring decision will be challenged; the supervisor must be able to justify that decision or risk its reversal by higher-level managers. They should be able to distinguish the most qualified people from among applicants and also be prepared to justify their employment selections. Team Skill Builder 10-1: Technology Tools—LinkedIn can help you Build your Social Capital Team Skill Builder 10-2: People Who Make Life Difficult—the Embellisher! PowerPoint Presentation Slide 10-19, Making the Hiring Decision PowerPoint Presentation Slide 10-20, Figure 10.5 V. Bringing New Employees Onboard In large organizations, when new employees report for their first day of work, HR usually conducts an initial session that familiarizes the new hire with the organization’s vision, structure, culture, handbook, policies, and procedures, and perhaps includes a quick tour of the facilities. This initial phase is called orientation. Orientation is the process of smoothing the transition of new employees into the organization. Onboarding occurs when the new employee begins and it continues indefinitely. It is about helping employees to understand their roles, effectively perform their jobs, learn new tasks, gain new SKAs, and acquire the attitudes, behaviors, and knowledge needed to be a successful member of the team. It is the supervisor’s responsibility to make the transition as smooth as possible by leading new employees in the desired directions and helping them become productive as soon as possible. A. Using a Checklist A useful technique to ensure that new employees are well-oriented is to use a checklist. When developing an orientation checklist, the supervisor should strive to identify all the things that a new employee ought to know. Without some type of checklist, the supervisor is apt to skip some important items. B. Discussing the Organization In most firms, the HR department provides booklets that give general information about the firm, including benefits, policies, and procedures. There may even be a formal class that provides this type of information to employees and includes a tour of the firm’s facilities. A common mistake supervisors make when onboarding new employees is to give them too much information on the first day. Presenting too many items in a very short time may result in information overload. Consequently, the supervisor should spread different aspects over a new employee’s first few weeks or months. Also, the supervisor should schedule a review session several days or weeks later to discuss any problems or questions the new employee might have. C. Being Supportive When a supervisor conveys sincerity in trying to make the transition period a pleasurable experience and tells new employees that they should not hesitate to ask questions, it will smooth the early days on the job. D. Setting the Stage The supervisor needs to set the stage for the new employee’s arrival so that the new employee is socialized properly into the work group. New employees need to understand the purpose and goals of the work group, why the job is important, and where the job fits in. They also need to understand the roles various team members fulfill. Supervisors must make certain that members of the work team understand that it is their responsibility to communicate and contribute to this understanding. An effective technique designed to perpetuate excellent performance is to place the new employee with an outstanding performer who acts as a coach or mentor. E. Mentoring Mentoring is an experienced employee guiding a newer employee in areas concerning job and career. The mentor teaches “the tricks of the trade,” gives the new employee all the responsibility he or she can handle, thrusts the new employee into new areas, directs and shapes performance, suggests how things are to be done, and provides protection. What Have You Learned? Question 5 PowerPoint Presentation Slide 10-21, Bringing New Employees Onboard PowerPoint Presentation Slide 10-22, Figure 10.6 VI. Training and Developing Employees In most job situations, new employees require general and specific training. When skilled workers are hired, the primary training need may be in the area of company and departmental methods and procedures. When unskilled or semiskilled workers are hired, they (the trainees) must understand the importance of the job and why each step must be done correctly. At the department level, helping employees improve their SKAs to perform current and future jobs is an ongoing responsibility of the supervisor. A. Providing On-The-Job Training Most training at the departmental level takes the form of on-the-job training. When the supervisor lacks the time or the technical skills to do the training, the training should be performed by one of the best employees. The supervisor should assign the training task only to experienced employees who enjoy this additional assignment and are qualified to do it. The supervisor should follow up periodically to see how each new employee is progressing. B. Providing Off-The-Job Training Many training programs for new and existing employees are conducted outside of the immediate work area. Increasingly, business firms are initiating college-campus-based programs for employee training. Generally, college representatives work together with the firm’s supervisors to develop a curriculum for employees. E-learning as an employee development strategy has made consistent gains in popularity over the past decade. An expectation, and sometimes a challenge, of e-learning is that the participant must be self-directed and able to learn independently. C. Ensuring Ongoing Employee Development Supervisors should continually assess the skills and potential of existing employees and should provide opportunities for the ongoing development of employee skills so that those employees can perform better now and in the future. Many organizations have tuition-aid programs to help employees further their education. These learning experiences can help employees develop the SKAs that improve their performance and prepare them for more demanding responsibilities. PowerPoint Presentation Slide 10-23, Training and Developing Employees D. Understanding the Supervisor’s Role in Employee Development The impetus for a training program can come from many directions, but generally, operating problems and the failure to accomplish organizational objectives may highlight the need for training. Training must be viewed as an ongoing developmental process, not a simple solution to a short-term problem. Therefore, training must be relevant, informative, interesting, and applicable to the job, and it must actively involve the trainee. Skills that employees need to perform essential departmental tasks should be the initial training focus. However, in the current business environment, cross- training is becoming essential. Cross-training is training employees to do multiple tasks and jobs. Downsizings, outsourcing, or reductions in force (RIFs), termination of jobs due to changes in funding or work requirements, have left millions of employees wondering what the future holds. Reductions in force (RIF) is the termination of jobs due to changes in funding or work requirements. Consolidation of job duties suggests that supervisors must identify the jobs that are important to the ongoing performance of their departments and that other employees can learn. Employees will need to learn new skills that will make them more valuable to their organizations. Efficient and effective training should contribute to the achievement of organizational objectives. Instructional objectives are essential to an evaluation plan. PowerPoint Presentation Slide 10-24, Training and Developing Employees (cont’d) E. Making Yourself More Valuable The need for training and development is not limited to departmental employees. Supervisors also need training and development to avoid obsolescence or status-quo thinking. Most supervisors attend supervisory management training and development programs as well as courses in the technical aspects of company and departmental operations. Ambitious supervisors will find it helpful to formulate career plans by writing down the goals that they would like to achieve in the next three to five years. Such plans include a preferred pattern of assignments and job positions and a listing of educational and training activities that will be needed as part of career progression. What Have You Learned? Question 6 PowerPoint Presentation Slide 10-25, Key Terms Answers to What have you Learned? 1. What are some of the major activities of the HR department that can assist the line supervisor in the staffing function? What should be the primary responsibility of the HR staff and of line supervisors for various employment and other staffing activities? Is there a clear dividing line of responsibility? Discuss. The supervisor's role in staffing in an organization that has a human resources department is discussed in this chapter. The staffing function should be viewed as a line management function with supervisors playing a major role. Staffing includes the selection, placement, orientation, training, development, and compensation of employees. Of course, numerous staffing activities are handled by the human resources department, but there is a difference between the term “responsibility” and “activities.” Even though the human resources department will be of major assistance to the supervisor, most responsibilities for the staffing function stay with line management, especially the supervisors. The human resources department can assist the supervisor by maintaining employment records, providing advice in handling personnel problems, recruiting qualified applicants for available positions, conducting preliminary screening interviews, giving certain selection tests, developing performance appraisal rating systems, and developing employee compensation systems. In many organizations, there is often no clear dividing line between the roles of the supervisor and that of the HR department. However, if both supervisors and human resources staff try to cooperate with each other in working out arrangements that are to their mutual advantage, and if they understand the limits of their particular types of authority, policies and procedures usually can be worked out satisfactorily. The supervisor should have final say in who gets the job, since he or she is responsible for the department’s overall performance. 2. Define some of the major laws and regulations governing equal employment opportunity (EEO). Why have many organizations assigned to the HR department the primary responsibility for making sure that their employment policies and practices are in compliance? Many laws and regulations were created to increase job opportunities for women and minorities; prohibit employment practices that discriminate on the basis of race, gender, color, religion, national origin; and protect Vietnam-era veterans, older citizens, and those who have physical or mental disabilities. EEO legislation restricts the questions employers may ask job applicants. Questions on topics not related to a person’s ability to perform the job should be avoided. Under EEO and affirmative action programs, employers must make good-faith efforts to recruit, hire, and promote members of protected classes so that their percentages in the organization approximate their percentages in the labor market. It is important to note that the downside of involving employees in the hiring decision is the possibility of favoritism and violation of EEOC regulations. Figure 10.2 on page 374 of this chapter identifies selected areas of unlawful or potentially unlawful inquiry on employment application forms and during employment interviews. Because most supervisors would find it difficult, if not impossible, to be familiar with all of the laws and interpretations, human resources and legal staff have assumed much of the responsibility for developing and monitoring policies and procedures to ensure compliance. Equal employment opportunity laws and affirmative-action programs have caused many companies and organizations to look to human resources department staff for guidance and advice in carrying out various staffing functions. Most supervisors are not knowledgeable about the technical and legal requirements of equal opportunity laws; therefore, they depend on human resources staff to provide guidance in this area. Some supervisors believe that equal employment opportunity laws and affirmative-action considerations have caused them to accept people for employment whom they otherwise might find unacceptable. Most supervisors recognize that laws must be obeyed, and that they must cooperate with the human resources department to make sure that their staffing activities are in compliance with all laws and regulations. 3. What is the role of job descriptions and job specifications in an effective employee recruitment development program? It is the responsibility of the departmental supervisor to develop the content of job descriptions based on past job descriptions and input from other employees concerning tasks. A human resources staff person might write the final form of the job description. Job descriptions should be kept current, which is important for providing realistic job previews, developing performance standards, performance appraisals, and other staffing functions. Supervisors should carefully identify the functions that any particular job has as well as the qualifications required to perform them. Observing present employees is one way to start; asking employees and others in the organization helps to clarify appropriate tasks and requirements. These can then be incorporated into a job description or job specification so that an appropriately qualified individual is selected for the position. Without a written job description, it is difficult to determine whether a candidate has the necessary skills to perform the job at all, much less to perform it well. 4. In what ways do Equal Employment Opportunity laws restrict employers? How do they protect employers? How do they protect potential employees? Legislation has somewhat restricted the recruiting and selection process. With the aid of HR personnel, the supervisor should always review the EEO laws. EEO legislation restricts the questions employers may ask job applicants. The overriding principle to follow in employee selection interviews is to ask job-related questions. Questions on topics not related to a person’s ability to perform the job should be avoided. Employee selection procedures must ensure that legally protected groups, such as minorities and women, are treated fairly. Information that would adversely affect members of protected groups can be used only if it is directly related to the job. Applications, tests, interviews, reference checks, and physical examinations must be non-discriminatory and must focus on job-related requirements. Under EEO and affirmative action programs, employers must make good-faith efforts to recruit, hire, and promote members of protected classes so that their percentages in the organization approximate their percentages in the labor market. Although it is difficult to be current on all aspects of the law, effective supervisors are acquainted with the Uniform Guidelines on Employee Selection Procedures because these guidelines apply to all aspects of supervisors’ staffing responsibilities. It is important to note that the downside of involving employees in the hiring decision is the possibility of favoritism and violation of EEOC regulations. 5. How would you define “the selection process”? Why is adequate supervisory preparation for an employee selection interview crucial to the interview success? Discuss each of the following aspects of conducting an employee selection interview: (a) Opening the interview (b) Explaining the job (c) Using effective questioning techniques (d) Taking notes (e) Concluding the interview Since the job interview usually doesn’t last too long, the importance of preparation and planning for an interview cannot be stressed too strongly. As with other aspects of management, adequate planning is essential if the objectives of an interview are to be achieved. In preparing for the employee selection interview, a supervisor should become acquainted with the information available from the applicant’s application form. A supervisor must know what information he or she needs, how to get it, how to interpret the information, and what questions can legally be asked in an interview. Questions should be asked in both a directive and a nondirective fashion. An appropriate setting with maximum privacy should be provided. The employee selection interview, used in conjunction with information from the employment application form and certain employment tests, provides considerable information for the supervisor to evaluate the applicant. Often supervisors make their decisions on a hit-or-miss basis. Or they may rely upon hunch and guesswork in their evaluation of potential employees, rather than following a systematic approach. The employee selection interview is probably the most important step in the employee selection procedure. It typically is the major, if not the only, chance for a supervisor to decide whether or not the applicant should be hired. Being an effective interviewer in these situations is important to supervisory success. Opening the interview—In general, it is helpful to begin an employee selection interview in a more or less informal way or with a “door-opener” that will facilitate conversation and reduce tensions. This can be done by asking a nonthreatening question along the lines of how they heard about the job or by offering coffee or some other appropriate gesture. Explaining the job—In conducting the employee selection interview, the supervisor should foster good two-way communication. The supervisor has the responsibility of discussing the details of the job, working conditions, wages, benefits, and other relevant factors. A realistic organization preview (ROP) includes sharing complete information about the organization such as its mission, philosophy, and future plans. In terms of the job itself, a realistic job preview (RJP) informs applicants about the desirable as well as the undesirable aspects of the job. Before the interview is concluded, both should feel satisfied that they have the information needed to make their respective decisions. Using effective questioning techniques—Supervisors should ask questions that “fill in gaps” from other sources, such as the application form, or that will provide more detailed information about the applicant. Questions that are asked in the employee selection interview should be job-related, and they should not be tricky or misleading to the applicant. The basic guide for supervisors to follow in interviewing is to ask job-related questions. To determine if a question or other selection criterion is legally proper, the OUCH test can be helpful. This means that questions should have an Objective basis, be Uniform in Application, be Consistent in effect, and Have job relatedness. Taking notes—Note taking is important especially if interviewing several applicants. If a supervisor takes notes during an interview, he or she should do so in a way that is courteous and not distracting to the interviewee. Usually jotting down a few key comments after an applicant has answered a question is sufficient. The use of a post-interview evaluation form like the one presented in Figure 10.5 (page 388) will aid the supervisor in choosing one applicant over another. Concluding the interview—Organizations have specific procedures and policies on what authority supervisors have in making selection decisions. At the conclusion of an interview, the supervisor may wish to hire or reject the applicant or to defer action. The applicant has the right to know whichever course the supervisor chooses. If the applicant is to be hired immediately, the applicant should be told when to report to work and given additional instructions. If the applicant is not to be hired, a supervisor should inform the applicant in a clear and tactful way. If the applicant is one of several being considered, the supervisor should inform him or her accordingly and indicate a specific time frame or date when the final decision will be conveyed to the applicant. Regardless of whether the applicant is to be hired or not, the supervisor should leave the applicant feeling that they were treated fairly and courteously. To conclude by stating again that preparation is crucial to the interview’s success seems redundant but it is statement that needs repeating. Finally, refer this chapter’s Supervisory Tips box (page 382) for a summary of suggestions for conducting effective employment interviews. 6. Do you remember your first day on your current or most recent job? (a) What were your feelings? Most of our students admit to being nervous as well as concerned about their ability to measure up. (b) Describe the type of orientation program you received. What could the organization have done to do a better job of bringing you onboard? (c) Why do many employers fail to adequately socialize or orient their new hires to organization? (d) How is onboarding for a new employee related to future performance? Discuss the approaches a supervisor may take in onboarding a new employee. First impressions often are lasting ones. Many employees have been disappointed by their experiences during the first few days on the job. A supervisor should have a definite plan for orienting new employees so that they quickly become effective and accepted members of the departmental team. The use of a checklist can be of major help in orientation. Sincerity on the supervisor’s part is essential in trying to make the transition period as easy as possible and one that leaves a positive impression on the new employee. It is a good idea for the supervisor to sit down and talk with the new employee on the first day. The new employee should be given pertinent information about the company, the department, policies, and regulations. He or she should be introduced to fellow workers, shown the facilities in the department, and perhaps given a tour through other parts of the plant or office. Many supervisors prefer to have an experienced current employee do much of the orientation and training of a new employee. Information can be passed to new employees through the establishment of mentorships. 7. What are the different approaches to training and development at the departmental level? (a) If you had the opportunity to choose between the different training modalities described in the chapter, which would you prefer? Why? (b) Why should training programs be evaluated? (c) Do you believe that on-the-job (face-to-face) training and development will become more or less important in the future? Why or why not? Most employee orientation, training, and development efforts must be provided on the job at the department level. Training and development of employees is a continuous process, which begins with the first day that an employee comes to work; employee training and development should be a high priority concern. The supervisor who hires someone to fill a slot and who does not devote much effort to developing the employee probably is someone who does not recognize his or her own need for self-improvement and self-development. Even though the new employee may possess certain skills, the new employee will have to be trained in the procedures, methods, and standards of the department. Among the approaches that can be used in addition to on-the-job training are apprenticeship programs, part-time work study programs, formal training programs offered by the company both during and after work hours, and training programs and classes paid for by the company that are offered by local educational institutions. More important than the chosen approach are the supervisor’s attitudes and priorities. The supervisor who considers employee training and development as a matter of high priority usually will give attention to this area and encourage employees to seek ways to develop themselves and keep up to date. Training and development programs often are planned and implemented primarily on a belief or assumption that they quickly will result in improved job performance. Supervisors and managers are often disappointed because they do not achieve the hoped for or anticipated results from a training effort. Any training program should in some way contribute to the overall objectives of the firm. Although it is difficult to evaluate the direct outcomes of training—particularly if the training is of an informational or attitude-based nature—it is possible to make some estimates of the outcomes of training. Every firm needs to do some follow-up of its training efforts to determine whether or not the recipients of the training actually are performing better, or if they believe that the training has assisted them to improve their performance either tangibly or intangibly. Investment in training and development should he viewed as a long term investment in human resources, rather than just something done for a “quick fix” or turnaround. Feedback from employees who have completed a training program will also help to pinpoint what adjustments need to be made to make the program better. Answers to Personal Skill Building Personal Skill Builder 10-1: What Call Will You Make? 1. Identify what James Staker might have done differently to get Bonnie to offer suggestions on ways to improve the store’s efficiency? Students’ answers may vary, however, if Staker would have formally asked Bonnie to send her report to him, it would have been sent to him on time. Since the setting was an informal one, Bonnie didn’t take into consideration the seriousness of the issue. Also, Staker could have approached her directly and asked her to send him a few suggestions. 2. Was it appropriate for Staker to give to Bonnie a directive in a social, off-the-job setting? Why or why not? Some students may feel that it was not an entirely appropriate situation for Staker to give Bonnie a directive in a social setting. Since the setting is informal, the message sent across tends to be received as informal and not part of the job. 3. What might you have done differently at the picnic as you listened to your boss’s comments? Students’ answers may vary. Some students may suggest that if they were the supervisor they would either jot it down or add a memo so that he/she could send in some extra suggestions to aid the company’s situation. Also, in order to make sure whether the boss wants a report submitted to him, it is advisable to ask him the date of submission and also a page limit if necessary. The supervisor could also ask what suggestions have already been given and what other areas need to be included and covered. 4. In this chapter, we talk about empowering employees for success. After reviewing the chapter and you make the call, if you were James Staker what would you have done differently to get Bonnie on board, that is, help her to be the best employee possible? Students’ answers will vary. A student may suggest that in order to get Bonnie on board, it would be best to talk to her about the plan in a formal setting. During the same meeting, Staker should also set his expectations and deadlines clear. 5. What should Bonnie do now? Since Bonnie is in a tight situation, she should go up to Staker and tell him about the problem. She should either ask for grace time or mention that Staker should be direct about these issues and tell her what he expects of her. Bonnie should also be attentive with relation to workplace topics and make sure she is doing the right thing and also has a tab on what work she has to do. NOTE: Instructors may find it beneficial to combine Personal Skill Builders 10-1 and 10-2. Personal Skill Builder 10-2: Ethical Issues The Civil Rights Acts of 1964 and 1991 (as amended) and court rulings have made it illegal to discriminate in the employment process. Review Figure 10.2 (Areas of unlawful or potentially unlawful questions in applications and employment interviews). The ADA guidelines will provide Michael Conners (HR director) and Paul Sablic (department supervisor) with alternatives to consider before he offers Alan Hunter the position. ADA Final Guidelines issued in November 1995 and a review of recent court decisions involving ADA complaints will clarify questions that can be asked during the interview process and before a job offer is made. On January 1, 2009, the ADAAA became effective. This law expanded the definition of disability and significantly increased the number of persons protected by ADA. See Lawrence P. Postel, “ADAAA will result in renewed emphasis on reasonable accommodation,” SHRM Legal Report (January 2009, www.SHRM.org) If the applicant is in a wheelchair (Dean Fuller has an obvious disability), Paul Sablic can ask what, if any, accommodations would be needed for the applicant to do the job. Suppose the applicant states a necessary accommodation such as needing frequent breaks for medication. Sablic can only ask questions related to the needed accommodation. He cannot turn down Dean Fuller because of his disabilities unless it prevents him from performing the job adequately. A word to the wise: CYR—Paul Sablic must document each step of the interview and hiring process because he has been forewarned. Dean Fuller is not afraid to wave the “discrimination card.” In the current labor market—a higher unemployment rate than most college students have experienced during their lifetime—the competition for good jobs will be extremely keen. The EEOC is expected to receive an increasing number of complaints. Even when a manager covered each step of the hiring process with care and caution, some people will continue to wave the “discrimination card.” There are a number of questions that may be problematic to ask during an interview, most related to U.S. equal employment and discrimination laws. Below are some web sites that students might find useful for this exercise. It is important to point out that many of the lists they will find on the Internet will be driven based on federal employment law; however, remind your students that there are also state and local laws which may further expand the list of questions that are considered off limits. EEOC—Federal Laws Prohibiting Job Discrimination Questions & Answers http://www.eeoc.gov/facts/qanda.html Common Illegal Interview Questions http://jobsearchtech.about.com/od/gettingthejob/a/illegal_quest.htm 30 Illegal Interview Questions and Alternatives http://www.hrworld.com/features/30-interview-questions-111507/ At the end of this exercise, students should take away the lesson of identifying job-related criteria, sticking to that, and continuing to stay up to date on the latest do’s and don’ts of interviewing and hiring. Personal Skill Builder 10-3: Successful Interviewing The list of adjectives may include active, ambitious, diligent, humble, helpful, impeccable, and hard-working and so on. After arranging for an interview with the particular individual and evaluating the results, students’ answers may vary depending on the type of questions made up for the interview. There may be variations in the evaluation of the person when compared with the initial impression formed. While interviewing for the post of an assistant store manager, refer to the following sites in order to come up with appropriate interview questions: •http://www.kent.ac.uk/careers/interviews/ivretail.htm •http://everydaylife.globalpost.com/good-interview-questions-ask-assistant-retail-manager-28321.html •http://work.chron.com/good-interview-questions-ask-assistant-retail-manager-22392.html The skill builder helps teach individuals to avoid such common pitfalls as making hasty judgments; allowing generalizations, such as the halo or the horns effect; or forming impressions based on personal biases or preferences Personal Skill Builder 10-4: Personal Career Development This is a very straightforward skills application that allows students to look at their past accomplishments and determine the SKAs that they effectively used to make it happen. The instructor may have used this during the last session of the course as a take-home portion of the last examination. The instructor may ask the students to close their eyes and develop a mental picture of where they will be and what they will be doing in ten years. Then students can write one-page paper detailing their “vision.” On the back side of the paper ask everyone write down a number—how much everyone expected to make in a year—and then describe why they chose that amount. Answers to Team Skill Building Team Skill Builder 10-1: Technology Tools—LinkedIn Can Help You Build Your Social Capital The result of this exercise may vary. Each student may have different experience while working on Linkedin. Students should incorporate each members experience and opinion while working in group. Students should also mention any constraints they faced and about the potential uses of Linkedin excluding those already listed. Team Skill Builder 10-2: People Who Make Life Difficult—the Embellisher! Arrange the class into groups of three or four. Ask each group to reflect on the following questions: 1. How pervasive is the embellishment of résumés? Statistics show that embellishment of resumes is pervasive in the job market, especially in a tough economy. If candidates are completing a college degree or certification, they may state that they have already earned the distinction. Sometimes job experience, SKAs, accomplished, etc., are embellished so that the applicant can secure an interview and try to impress the interviewer(s) that he or she is the best candidate for the job. It appears that this is the scenario with Chance at Wedgewood Credit Union. 2. It appeared that someone failed to check Chance’s résumé! Who should have the responsibility for verifying that the information applicants submit is honest? In most organizations, HR does the initial screening of a job applicant and has the responsibility for verifying that the information that the applicant submitted is honest. The human resources department and management should work together throughout the staffing process, complementing each other’s work. The human resources department’s job is primarily to help develop job descriptions/specifications, locate and screen applicants, check their qualifications and references, and advise the maintenance supervisor concerning legal requirements of the staffing process. In smaller organizations where there is not an HR Department, the managing supervisor would have that responsibility. The lead person in a hiring situation bears the responsibility of verifying an applicant’s honesty. 3. If you were Michele or one of the other coworkers who believe Chance got the job under false pretentions, what would you do? Why? Some students might support Chance and feel that if he is that good of a “story teller” and has “good-or-better” reviews, he should be given an opportunity to redeem himself. They might suggest that he be reprimanded and put on probationary status; he might be reprimanded and given a timeframe to complete his degree; or, some might support that he has been with the company for over a year and he was selected as the candidate after an external search so he should be given an opportunity to rectify the degree situation. Another group of students might call for Chance’s immediate termination. Falsifying information on a resume or during an interview is cause for dismissal. He was a “satisfactory” employee, however, not a “team player” and had a history of “story telling” which questioned his ability to openly and honestly communicate. Whatever position students take, this will be a good opportunity to discuss dysfunctional and constructive conflict. 4. If you were one of Chance’s coworkers, what would you want the Credit Union management to do? Why? This question will again have students taking different positions on Chance’s survival in the organization. Bringing new employees onboard is expensive; Chance has already worked in the organization for a year and if Wedgewood elects to terminate him, time and money will be factors in securing his replacement. Management needs to consider how their response to this situation will affect the other employees in the organization. Honesty and trustworthiness are values in a financial institution, and Chance has broken both of these. 5. You are Chance’s immediate supervisor. HR, after investigation, has discovered that Chance did cite a baccalaureate degree in accounting on his résumé, and again when he filled out the company personal record sheets. What will you recommend as a course of action? Why? HR did not efficiently do due diligence before Chance was hired; he is currently working on his accounting courses, so some consideration should be given to him for continuing his education. Disciplinary action and a program of remediation should be established and put in his personnel file. If his work falls below satisfactory or he does not meet the criteria for remediation, he would be subject to immediate dismissal. Food for Thought Questions 6. When hiring an employee, which is more important: (a) the past work performance of the potential employee, (b) the way the individual will fit in with other employees in the accounting department, or (c) the employee’s honesty and trustworthiness? Why might there not be a clear answer to this question? There is not a clear answer to this question because all three criteria are important when hiring an employee. The selection and hiring process are a composite of all three criteria. 7. If Chance is retained in his current position, what might be the reaction of the other employees? The values of honesty and trustworthiness of the organization would be in question and employee morale is apt to suffer. If others have met the criteria of the organization to grow and develop with Wedgewood based on their integrity then retaining Chance in his current position will negatively affect relationships in the workplace. Answers to Supervision in Action Questions Video Clip: Barcelona—Human Resources 1. What are the responsibilities of the human resources department at the Barcelona Restaurant Group? Scott, the COO of the Barcelona Restaurant Group, says when he was hired, he had to define a philosophy. Preaching that philosophy to those he hired would eventually help them reach their business goals. He says, they can’t train people to be enthusiastic, fun, and great but they tell new hires about the philosophy. He observed that the minute they stop looking for prospective applicants is when they start sliding backwards, hence they keep hiring as well as firing. 2. How does the human resource management at the Barcelona Group determine how many employees they need to hire? The management at Barcelona Restaurant Group is always hiring and keep the ads running. They do so to bring in new people and fire the bottom 20 percent. They interview people every day, because they feel there’s someone out there who is better than their worst employees. 3. Describe the selection process at Barcelona Restaurant Group. The management at the Barcelona Restaurant Group demands a certain level of quality and they keep raising the bar on their expectations. Since it’s a high burnout business, they require individuals who can cope with the constant pressure and work consistently. They require individuals who are happy servers with good attitudes and the ability to be good at all times. They don’t require the best resumes but someone who can follow the philosophy at work. 4. What process does Scott, the COO of Barcelona Restaurant Group follow while hiring individuals? Scott follows a three state process. He first interviews the applicants. Secondly, he sends them out to a restaurant or two with a $100 allowance, he asks them to eat a few tapas or a drink and write a report. He then sees what caught the attention of the candidates. He also tries to get a sense of their level of education, intelligence and their ability to complete a task. Thirdly, the candidate would be asked to pretend like he/she worked for Barcelona for six months and Scott would see how they would perform on the floor. 5. Is the human resource management right in interviewing candidates everyday? Yes, it is an ongoing process and this would keep all the employees on their toes. It is always important to determine the department’s need for employees, both in number and job positions. Video Clip: Bissell Brothers—Evolution of Management 1. How did the Bissell Brothers create a job out of their experiences and determine duties and responsibilities? The idea turned into a reality because they wanted to be entrepreneurs and run their own business. Since Peter Bissell had the entrepreneurial skills and Noah had the practical knowledge, an eye for design, marketing, and branding, they got hold of a general manager (Seth) at a bar. They showed Seth their home brew and he affirmed. They established the arrangements needed to start their business. They rented a garage and got their equipment, and closed their investment round and finalized the bank loan. 2. How did Seth, the general manager, decide to hire the Bissell Brothers? Seth was introduced with a sample of Noah’s home brew and saw that Noah had an extensive knowledge on beer. Seth tasted his beer and said that it tasted better than their competitors. He wholeheartedly believed that Noah had a great product to start the brewery. 3. In what way was Seth able to help the budding brewers? Seth acted as their mentor—a person who had more experience and provided guidance, coaching, and counseling to a less experienced person (in this case to Noah and Peter). A mentor basically teaches “the tricks of the trade,” gives the new employee all the responsibility he can handle, thrusts the new employee into new areas, directs and shapes performance, suggests how things are to be done, and provides protection. 4. How did the Bissell Brothers try to make their business successful? Peter, wanted to be an entrepreneur and Noah had the knowledge on beer. This helped the two of them come together and figure out the job that would suit them the best—beer brewing. Seth (general manager) gave Noah positive feedback and encouraged them to start brewing their own beer, finalize their bank loans, rent a location, and get the equipment. Portland had given licenses to new breweries like the Bissell Brothers to introduce new types of beer. The Bissell Brothers want to maintain flexibility and independence and not take outside partnerships that are unnecessary. 5. What are the challenges they face? The Bissell Brothers need more equipment as they need to make more beer. The demand keeps on increasing so they put a down payment on that to maximize the business. Peter says that they have tried everything in the book and that the journey is not going to be smooth sailing from brewing to distribution. They have to just keep on trying like they did initially by trying various opportunities and not giving up. Solution Manual for Supervision: Concepts and Practices of Management Edwin C. Leonard , Kelly A. Trusty 9781285866376, 9781111969790