This Document Contains Chapters 11 to 13 Chapter 11 Managing Diversity Chapter 11 – Assignment Interview an individual (for example, a friend, classmate, or coworker) who is not of the same sex or race as you are. Ask this individual about his or her values, career goals, and strengths and weaknesses. Then have the individual interview you on the same topics. Discuss the extent to which this individual’s career experiences/career plans and your career experiences/career plans have been influenced by your respective cultural backgrounds. Purpose/Perspective: The purpose of this assignment is to encourage students to think about the role that an individual’s sex and race may play in his or her career. It is important that the interviews contain questions about the career the student and the other individual have experienced so far in their lives as well as questions about the career plans that they have for the future. It is also important that the questions the student asks the other individual are the same questions that the other individual asks the student. Classroom discussions regarding the results of the interviews would be more meaningful if either the instructor develops the interview questions that all students use or the students come to agreement on the questions they will all use. This assignment can be used as a stand-alone individual assignment or as an individual assignment followed by group discussion. It is important for students to gain insights into whether and how an individual’s cultural and social background affects his or her career. In reflecting on the interview they conducted with the other person and the interview the other person conducted with them, students should explore whether there are substantial differences in the career experiences and career plans of themselves vis-à-vis the other person and if there are differences whether they are due to differences in sex and/or race. If differences arise in the interviews that are attributed to sex or race, students should consider whether they are due to inherent differences between men and women or between members of different racial groups or whether they are due to the way men (or women or whites or people of color) are treated in society and are exposed to different opportunities or obstacles in their career. Chapter 11 Case: Dave the Aspiring Executive (Part A) Purpose This case, which follows the early career of Dave, a 30-something manager at the Xtel Corporation, is intended to illustrate the ups and down and the ambiguities and complexities of a young African American’s experiences in a large corporation. A participant in Xtel’s minority access program, Dave had received a great deal of early support from Xtel, including tuition payment for his undergraduate and graduate education, summer internships, and a rapid rise to audit manager in five years. Dave has reached a plateau in his career at Xtel and is beginning to question his own contributions as well as Xtel’s commitment to him and its diversity program. Perspective This case should get the students thinking about a company’s commitment to diversity. Did Xtel hire Dave because of his education and talents or because of his race? Did Dave’s career mobility come to a halt because he didn’t have the potential to rise further in Xtel or because the company has already made its “quota” of African Americans at the next level? Does Xtel’s record of hitting its affirmative action targets right on the head reflect its scrupulous commitment to diversity or its tendency to disregard the contributions and potential of minority employees as soon as it reached its targets? The case does not provide definitive answers to these questions but rather raises a series of issues that can stimulate lively discussion and debate. Case Analysis Questions 1. If Dave had the opportunity, what questions—if any—should he have asked the president of the Xtel Corporation regarding his recent treatment? Although Dave could ask a number of questions to vent his frustration and anger (e.g., why was he hired in the first place, is Xtel really committed to diversity?), it probably makes more sense to focus on questions that will help Dave going forward and not burn any bridges in the process. For example, Dave could ask about how Xtel perceives his strengths and areas for improvement, what he could do to acquire the broader-based experience indicated on his recent performance review, why his career at Xtel is currently in a holding pattern, and in what career path Xtel thinks Dave can increase his contributions and career prospects at the company. Students should consider the types of questions that can provide useful information to Dave whether he stays at Xtel or decides to leave. 2. Do you believe that the Xtel Corporation has discriminated against Dave on the basis of his race? Why or why not? The case does not provide a definitive answer to this question. Students claiming discrimination can point to the company’s record of hitting their affirmative action goals right on target, which suggests that the company is more interested in meeting its numbers than in promoting employees based solely on their qualifications. They can also point to Xtel’s never having sent a minority manager to any executive management program, signifying that there might be a “glass ceiling” at the company. Students who believe that Xtel has not discriminated against Dave can point to Dave’s rapid rise to audit manager in five years and the fact that many employees, white and black, men and women, reach a point in their career with a company where they have peaked and are unlikely to be considered for further promotion. Regardless of their beliefs regarding the presence of discrimination, students can explore whether Xtel could have done anything to help Dave progress further in his career at the company or to help Dave manage his career while at Xtel. 3. To whom—inside or outside Xtel—could Dave have gone for social support? What types of support would have been most helpful: appraisal, instrumental, emotional, or informational? Why? It is not too late for Dave to seek social support. Potential sources of support inside the company include the president and the vice president of Human Resources, his manager, his mentor, the director of the diversity program, and colleagues and friends. Outside of the company, Dave could seek support from his wife, other relatives, friends, and contacts he has made in other companies and other industries. He will probably have to approach different people for different types of support, for example, his wife for emotional support, his manager for appraisal support, and an influential friend or neighbor for instrumental support. All four types of support are potentially useful: emotional support to vent and repair his self-confidence; informational support for advice on how to speak with the president of the company or information on other companies that currently have openings; appraisal support for feedback on his managerial style; and instrumental support such as sponsorship for a new position inside or outside Xtel. Chapter 11 – Discussion Questions 1. Examine Cox and Blake’s six arguments regarding why the effective management of diversity can improve an organization’s competitive advantage. Which arguments do you find most convincing and least convincing? Why? Students are likely to vary considerably in the credence they give to each of the six arguments. It should be noted that several of the arguments (the marketing, creativity, and problem-solving arguments) rest on the assumption that members of different groups hold “different perspectives” that enable organizations to be more in tune with different groups of consumers (the marketing argument) or that enable groups to be more creative or effective in the decisions they make (creativity and problem-solving arguments). Some students may endorse that assumption and others may question it (see also Discussion Question 4). In discussing this question in a group setting, students should be encouraged to identify the underlying assumptions behind their endorsement (or rejection) of each argument. 2. To what extent do you believe that women and minorities experience the “lost opportunities” indicated in Exhibit 11.1: unsatisfactory supportive relationships, restricted developmental opportunities, restricted job power, peripheral career path assignments, and exclusion from informal networks? Students are likely to hold different opinions regarding the extent to which women and minority group members experience lost opportunities. Moreover, these opinions may be based on personal experiences or observations, information or opinions they have heard from others, or a sensitivity (or lack of sensitivity) to individuals who have historically been underrepresented in leadership positions in organizations. Because there are no correct or incorrect opinions, it may make more sense to focus discussions on how students arrived at their opinions rather than have them “defend” their opinions. For example, it is possible that students who hold different opinions have had different personal experiences or have heard different “stories” from other people in their lives; discussions can then focus on how these experiences or input from others inform opinions about diversity-related issues. 3. What stereotypes, if any, do you hold regarding members of the other sex? What stereotypes, if any, do you hold regarding individuals from different racial or ethnic groups? How accurate are these stereotypes and how do you think they were formed? What stereotypes do you think others hold of members of your sex and race/ethnic group? How accurate are these stereotypes? Most of us have difficulty acknowledging the stereotypes we hold of members of other social groups, especially the negative stereotypes. Moreover, it may be more difficult for some students to acknowledge (and publically report) stereotypes of race or ethnic groups than stereotypes of men and women. There are two techniques that may help overcome these reservations. One approach is for the instructor to identify his or her stereotypes before the groups hold their discussions, to “set the tone” for acknowledging beliefs that may not be easy to reveal because they are not socially desirable. A second approach is for the students to identify their stereotypes anonymously (for example, on a sheet of paper) without identifying themselves as holding the stereotypes unless (and until) they feel comfortable doing so. Whatever technique is followed, it is important not to “punish” students for holding unflattering stereotypes toward members of other groups. 4. Do you believe that a work group or organization that is culturally diverse (in terms of the sex and racial/ethnic composition) is more effective than a culturally homogeneous group or organization? Why or why not? As with many of the other discussion questions for this chapter, students may hold widely different opinions regarding the superiority of culturally diverse groups relative to more homogeneous groups. These differences may stem from differences in the belief that men or women or majority and minority group members inevitably hold different perspectives on the task at hand that can potentially be used by the groups to make effective decisions. There is also the question, not discussed in this book, about the extent to which groups “let in” views or perspectives that are different from those held by most members of the group. In our view, it is ultimately the responsibility of a group’s leader to create an environment where different views are open to discussion and consideration and where all group members are encouraged to express their views. 5. Can discrimination be eliminated from the workplace? Why or why not? What should employers do to eliminate or reduce workplace discrimination? How much progress has been made in eliminating workplace discrimination in recent years? What do you predict for the next five to 10 years? Students who are optimistic about the elimination of workplace discrimination can point to the career progress made by women and people of color in many organizations, whereas students who are more skeptical can cite the persistent underrepresentation of women and minorities in the most senior leadership positions of many organizations. The more prominent actions that employers can take to eliminate or reduce workplace discrimination are summarized in Table 11.2. Nevertheless, different views may be held regarding whether any or all of these actions are needed or whether they are likely to be effective in reducing or eliminating discrimination in the future. For example, whereas some students may argue in favor of developing special programs for underrepresented groups (for example, in recruiting, mentoring, or training), others may contend that such special programs are either not necessary or are harmful because they confer a “second-class status” to recipients of the programs. The aim of the discussion is not to prove some students correct and others incorrect but rather to demonstrate the wide variety of legitimate views that may be held regarding discrimination and diversity. Chapter 11 – Essay Questions 1. What is the difference between access discrimination and treatment discrimination? Is one form of discrimination more prevalent in contemporary organizations? Why or why not? Students should recognize that access discrimination refers to situations where members of legally protected groups are less likely to be hired than members of the dominant group even though they could have performed just as well on the job as dominant group members if they had been given a chance. On the other hand, treatment discrimination refers to situations where individuals who are already employed in an organization are excluded from opportunities (e.g., key assignment, training, or promotion) or rewards (e.g., salary increase, recognition) because of their membership in a social category (e.g., woman, person of color, immigrant, or an older person) rather than because of job-related criteria. Students might also note that although access discrimination has not disappeared, women and members of racial and ethnic minority groups have been hired into a variety of jobs in increasing numbers. Therefore, treatment discrimination is of particular concern in contemporary organizations (and may be more prevalent than access discrimination). 2. Do women face similar or different career obstacles than members of racial/ethnic minority groups? Explain your reasoning. Students might observe that in a general sense, women and minority group members face similar obstacles in their careers. Women and minority group members can be objects of stereotypes, distanced psychologically, and misunderstood by dominant group members (Exhibit 11.1). They can also be subject to lost opportunities such as having fewer developmental opportunities and less access to informal networks within the organization. However, in a more specific sense, there are likely to be some different obstacles as well. For example, women are likely to be stereotyped in different ways (e.g., too emotional) than members of some minority groups (e.g., lazy, not interpersonally skilled). Moreover, because of sex-role expectations in which women are thought to be more committed to their family than to their work, organizations may not invest as heavily in women’s careers as men’s careers. On the other hand, the potential for bias in performance appraisals does not seem to be as serious an issue for women as it may be for some members of racial/ethnic minority groups. 3. Describe the differences between affirmative action and managing diversity. Students should recognize that the goal of affirmative action is to eliminate bias against members of underrepresented groups by requiring an organization to take proactive (affirmative) steps to assure that the demographic composition of its workforce is consistent with the demographic characteristics of the labor markets in which it recruits. Although affirmative action programs require action plans, goals, and timetables to reduce disparities in employment, they often invoke images of quotas and preferential treatment by their opponents. The focus of the “managing diversity” perspective is not so much “meeting the numbers” but rather assuring the full contributions of all members of a diverse organization. As Roosevelt Thomas has indicated, organizations focusing on managing diversity attempt to create an environment that allows people from all backgrounds and social categories to reach their full potential in pursuit of corporate objectives. Organizations adopting this perspective often implement programs of the types identified in Table 11.2. Chapter 12 Entrepreneurial Careers Chapter 12 – Assignment Interview someone who owns his or her own business. Determine the factors that led this person into an entrepreneurial career. How successful is the person’s enterprise? To what factors does he/she attribute this level of success? What are the rewards and stresses the person experiences in his/her entrepreneurial career? If the individual is a woman or person of color, what hurdles did he/she experience in the start up of the business? Purpose/Perspective: This assignment is designed to have students understand the nuances of the entrepreneurial career. Many students do not have the opportunity to interact with an entrepreneur. This interview assignment allows conversation about a number of issues associated with the entrepreneurial career, including personal characteristics (autonomy and independence, need for achievement, etc), environmental factors, passion for a particular product or service, presence of role models, definitions of success, and roadblocks entrepreneurs experience. Particular focus on the experiences of women and minority entrepreneurs may be given. Students might then discuss how appealing such an entrepreneurial career choice might be to them. Chapter 12 Case: Dave the Aspiring Executive (Part B) Purpose This case is designed to have students experience the trials and tribulations individuals experience as they go from the corporate world to the world of the entrepreneur. At Xtel, Dave saw the writing on the wall--he would not move up any further. Although Dave had developed as a significant contributor to Xtel, the company did not appear interested in promoting him further. With that as the background, Part B of the case has Dave considering his options, one of which is leaving Xtel and embarking on an entrepreneurial career by partnering in a start-up software firm. Perspective Students should be able to discuss Dave’s experiences from the time he saw the “writing on the wall” and he quit his job at Xtel to the point where he was to start his new entrepreneurial venture. Dave and his partners encounter the various activities involved in being an entrepreneur, from investigating a new potential product offering, to writing a business plan, to receiving financing to back the new venture. As Dave becomes an aspiring entrepreneur with this new venture, he has many new opportunities that await him. Case Analysis Questions 1. Given his many years in an organizational career with a large corporation, do you think that Dave will be in for a rude awakening now that he has become an entrepreneur? Why or why not? What differences in experiences do you think he will encounter in his entrepreneurial career as opposed to his organizational career? Dave will have many new experiences and undertake new tasks now that he is an entrepreneur. He will have to multi-task now probably more than before in his corporate career. Hopefully, Dave has done due diligence in investigating what life will be like as an entrepreneur. While Dave had a fair degree of autonomy and independence before, he will now have substantially more autonomy and independence. In this new environment, Dave will be asked to wear many hats, and will have to establish a passion for the product he is selling. Dave will have to establish a variety of support networks, both for suppliers and customers. These alliances will help him to get good pricing on supplies and help his new firm secure new business. Students may argue whether or not Dave is ready to be an entrepreneur and whether or not he has done enough homework to understand what his new career will entail. The one issue that should be discussed is whether Dave might experience discrimination in this new venture because of his race. Will the possibility of discrimination affect his ability to secure financing, compete for business, or get new customers? 2. What qualities does Dave have that will help him in his entrepreneurial venture? Does Dave have any shortcomings that might limit his success as an entrepreneur? Dave has exhibited a high degree of intelligence, ability, and tenacity as he approaches mid-career. These qualities will serve him well in an entrepreneurial career. Dave seems to exhibit Type A behaviors, taking on many tasks at once and overachieving each time. Dave’s career, until late, always allowed him challenging assignments at which he could excel. Dave has set goals throughout his career, and has managed to achieve many of those goals. Again, these attributes will serve Dave well as he focuses his energies on entrepreneurial efforts--setting goals and strategies for the new venture. Dave may show some impatience as he constantly wanted his career to be on a fast paced track. This may need to be tempered as he becomes an entrepreneur, since decisions by customers may often take longer than he desires. It will behoove Dave to choose wisely as he brings new partners and employees into the new venture. He will have to make hard decisions in this area, as bringing on the wrong team members could adversely affect the health of his new company. 3. Now that Dave has embarked on an entrepreneurial career, to whom should he turn for personal and professional support, advice, and assistance? Dave will have to find/develop role models to aid him in growing into an entrepreneurial career. Students should discuss where he might find such role models and which of these mentors will provide personal support versus professional support. Entrepreneurial support groups, found in Dave’s town or over the Internet, will help him with instrumental and informational social support. Dave’s family and friends may offer emotional and appraisal support on how the new venture is doing, and can offer Dave their expectations for healthy relationships with him and his customers. Finally, his former professors might also serve as a source of ideas and leads. Chapter 12 – Discussion Questions 1. Do you think you would be successful and happy as an entrepreneur? Why or why not? The students should be encouraged to consider whether entrepreneurship would be proper “fit” as a profession. The instructor can turn to Schein’s career anchors to have students see if they might gravitate toward the entrepreneurship anchor. A compare and contrast discussion may ensue where students might talk about the different career anchors in comparison with the entrepreneurship anchor. Also, the definitions of “success” and “happiness” can be delineated in terms of an entrepreneurial versus an organizational career, with the students identifying what makes for success and happiness in each realm. 2. Do you believe that there is a “typical” entrepreneurial personality? Why or why not? As discussed in the chapter on pages 357 and 358, there are a number of personality traits that have been associated with entrepreneurs. Students should consider whether they see these traits as representative of entrepreneurs (or potential entrepreneurs). Conversations could include why entrepreneurs become entrepreneurs and the degree to which certain personality traits encourage this career choice. Students may debate these ideas and how these factors might exist in various for-profit and not-for-profit organizations. Discussion may also include the notion of the “intrapreneur” or those who exhibit entrepreneurial tendencies within large organizations. 3. How does the entrepreneurial career differ from an organizational one? How do these differences influence the setting of career strategies among entrepreneurs? Entrepreneurial careers differ from organizational careers in that there is a huge personal involvement on part of the entrepreneur. This includes the point that the success of the firm, and the individual’s career, are intimately linked. Also, there are high degrees of autonomy and independence found in the entrepreneurial career not typically found in organizational careers. Again, these relationships are bound by the fact that the entrepreneur and his or her firm are often one and the same. Career strategies of the individual entrepreneur are often the same strategies that the firm will take on. Entrepreneurs will often turn to other entrepreneurs for assistance in developing their own career strategies (within the context of their firms). In organizations, strategies are not individually focused, but are in the best interest of the firm. Individual career strategies in organizations are subsets of organizational strategies, or are unrelated to organizational strategies. 4. How can social learning and cultural conditioning influence the choice of an entrepreneurial career? What role do one’s parents play in the choice? As young individuals, we are all influenced by our parents and those in our social surroundings (e.g., school, religion, community). Research has found that social support, via the presence of role models, positively impacts an individual’s interest and persistence in becoming an entrepreneur. This is especially true when one’s role models are either parent. When parents are entrepreneurs, children are more comfortable in making a similar decision to become entrepreneurs. 5. What special career challenges do women and minority entrepreneurs face in launching and operating their businesses? What actions can women and people of color take to overcome these challenges? Historically, women tend to make decisions on career choices from a more narrow view than do men, and this is also true for women entrepreneurs. Women entrepreneurs tend to choose non-traditional business arenas (like manufacturing and construction) less often than men. Women’s new ventures are usually financially smaller in scale than men. This might be due to lower access to financing and the conflicts that occur between their work and personal lives. Because of social conditioning, it is difficult to change society’s perspective on women entrepreneurs, which can lead to barriers to women entrepreneurs starting businesses. Both women and minorities may establish extensive support networks for financing, market or product information, customer base, training opportunities, and regulating competition. Establishing these supportive networks can aid women and minorities in establishing and maintaining their businesses. 6. What types of social support are available to current and aspiring entrepreneurs? How do colleges and universities contribute to the level of entrepreneurship across the country? Social support can be found at a variety of sources, many located over the Internet, through U.S. Small Business Administration and local Chambers of Commerce, and through local colleges and universities. Page 365 lists several social networks and supportive alliances through which budding entrepreneurs can gain information. Training and education programs are available, many of which can be found at the college level. Whether for credit or non-credit, community college, undergraduate or graduate credit, many courses are offered to help individuals learn about entrepreneurship. As education offers more individuals the opportunity to understand the nuances of entrepreneurship, and offers all students role models and access to potential financial resources, entrepreneurship will continue to flourish. Students might discuss what their university is doing (or could do) to encourage the consideration of an entrepreneurial career. Chapter 12 – Essay Questions 1. Define an entrepreneurial career. The student may discuss the different perspectives regarding entrepreneurship: Great Person, Psychological Characteristics, Classic, Management and Leadership views. However, a more comprehensive definition of entrepreneurship would encompass the notion that it involves managing a business of one’s own that requires personal sacrifice, creativity, and risk taking, to create something of value. 2. What individual and environmental factors are supportive of an entrepreneurial career? The student should discuss individual factors that promote an entrepreneurial career, such as one’s need for autonomy and independence, need for achievement, internal locus of control, tolerance of ambiguity, risk taking propensity, and a self-concept that is consistent with being an entrepreneur. The student may also include demographic or background factors, such as being a first-born and receiving support from the family. Environmental factors include job loss, current work dissatisfaction, favorable business conditions, a passion for a product or service, and the presence of role models. 3. How does the selection and management of an entrepreneurial career differ from an organizational career? Although an entrepreneurial career is somewhat different than an organizational career, the selection of an entrepreneurial career should still be based on a thorough analysis of personal desires and characteristics as well as a detailed understanding of the conditions and expectations in an entrepreneurial work environment. In all, individuals should follow the career management model established in this book. Students should discuss how potential entrepreneurs should conduct a complete self-analysis, assess the work environment, set appropriate career goals and develop strategies, and then appraise their career on a regular basis. Chapter 13 The Role of Strategic Human Resource Management Systems in Career Management Chapter 13 – Assignment Choose an organization for which you have worked or one you can investigate. Identify the company’s unique culture and describe the career management programs that it provides. Explain how the organization’s culture has either helped or hindered the development of an effective HRM system and describe the type of culture that is ideally suited for an effective HRM system. Purpose/Perspective: This assignment attempts to get the student looking at the organization from a holistic perspective. Discussion may ensue on how a company’s culture promulgates a strategic perspective that includes career management as a vital function for Human Resources. By using Exhibit 13.1, the instructor can point out the influence of a company’s business environment, vision and strategies, and core capabilities on the talent of the firm. The strategic HR processes can then be discussed as to how they affect career management programs and influence the attraction, development, and retention of talent within the organization. What benefits does the organization experience by integrating career management into HR systems? What benefits do the employees experience? What costs do these benefits create? Chapter 13 Case: The Corporate Policy Change Purpose This case is designed to enable students to see the corporate perspective with regard to human resource management decision making. Corporations need to implement human resource management processes, and the one in question in this case is the “make versus buy” approach to selection and retention of personnel. The Mansion corporation has purchased the family owned and operated BOGF Resort. While BOGF has always had a “make” approach in developing its human resources from within, Mansion finds that approach to be costly and inefficient. Mansion prefers to hire from outside the firm when it needs to fill specific skill sets. It moves employees all over the country filling gaps. Mansion employees do not know each other as they do at BOGF. The workforce at BOGF was often all part of an extended family. These management changes to BOGF’s policies will transform the way human resources are acquired and retained at BOGF. This policy change will not be widely discussed, but rather it will be articulated on a “need to know” basis. Perspective From this case, students can analyze Mansion’s corporate perspective on how decisions are made, what is in the best interest of the organization, and how change can affect employees. A debate might ensue on the advantages and disadvantages of these policy changes and the students can look at issues both from Mansion’s perspective as well as the BOGF employees’ perspective. Discussions may occur regarding what effect these policy changes will have on the BOGF employee morale, the resort’s customers, and even on the town itself. Case Analysis Questions 1. What effect, if any, will the Mansion’s policies have on current BOGF personnel? Current BOGF employees will soon come to realize that new employees will not be “home grown,” but rather will be brought in from other Mansion facilities across the country to fill key positions. Students may debate the effects of morale, whether the “old school” BOGF employees will be retained by Mansion, and how the current BOGF management team will communicate changes to employees. Will the current BOGF managers stay with the Mansion on their own accord, or will Mansion displace them? Mansion might discuss ideas for a succession plan so that current managers understand what opportunities might be made available to them. What effect will the new policies have on young employees who have worked summers at BOGF? Will they seek employment in other towns or resorts with more of a family-run feel? Mansion might reach out to these employees by communicating via the website how many entry positions it expects over the next year. 2. What effect, if any, will the Mansion’s policies have on the business strategies of BOGF? Mansion will clearly be making changes to the business strategies at BOGF. Since it appears to be taking the approach of “buying” approach to staffing by bringing in the “best and brightest” employees from around the country, it would make sense for them also to take a national scope to other business strategies it employs. Students may discuss whether they will similarly take a national perspective on its marketing of the resort and its facilities. Whether or not Mansion will try to shape BOGF into looking like its other facilities is yet to be determined. Mansion would do this for cost-cutting reasons so that it could offer the same amenities and other products it might sell at the resort, thereby buying its supplies in large volume and thereby lowering prices. All of these strategies would be reconsidered when taking over BOGF. 3. How should the Mansion implement this new policy change at BOGF? How might the Mansion communicate this policy change? What type of career management system is most compatible with the Mansion’s human resource strategy? Students may debate how quickly Mansion should implement this new HR policy change at BOGF. Since BOGF has been operating at status quo for some time, an immediate shift in policy might be disconcerting to the employees. Mansion’s management might want to consider a slow progression in implementing the policy by first starting to communicate the policy in writing and then by meeting with small groups of employees to verbally share with them the changes and direction/vision of the firm. Socialization of the new management can occur through small group sessions. Establishment of an intranet HR website might also be appropriate. Proper communication will do much for employee relations. Since Mansion has changed the strategic and tactical framework under which the BOGF employees were used to working, Mansion should consider the negative fallout that they might experience due to this shift in policy. Will employees lower their service standards or commitment to the customers? Will employees leave the company for other employment, thereby reducing the local labor force? Mansion may want to consider a career management system that is a blend of both models. It might work with top BOGF employees to mentor and groom them for high level jobs in Mansion’s management style. At the same time, it may recruit others for necessary skill sets. A blended approach toward workforce planning and staffing may be more tolerable for BOGF current employees and allow Mansion’s management style to be assimilated throughout the company. Mansion may also want to share its approach to employee learning and development and performance management, so that BOGF employees can digest and understand how to be a high performer within the new management’s career systems. 4. If you were an employee of the BOGF Resort community, what might you do given this human resource policy change? Students can debate the options that BOGF employees will have within this new management structure. Given that the employees and their families are happy in the town, it might be difficult for them to move and take up employment elsewhere. That would suggest employees should try to acclimate to the new management style. Learning of the opportunities for personal development and how the new career management and performance management systems work would be crucial information for BOGF employees. Discussions should revolve around developing flexible career goals, including professional development, given this new environment. Articulating career goals will help the employees identify their competencies, their need for skills training, and will make the employees more marketable whether they stay with Mansion or leave the firm. Chapter 13 – Discussion Questions 1. What techniques can organizations use to ensure that their strategic direction and business plans are reflected in their human resource systems and career management programs? The students could be asked to look at Exhibit 13.1 and discuss the links between the firm’s human resources and its core competencies, vision, strategies, and goals, as well as the influence of its business environment. On the front end, firms can incorporate these data into human resource systems and career management programs. On the back end, performance management systems tied to the goals of the firm and individual goals can help the management team to measure its progress toward goal accomplishment. Students should discuss how human resource systems and career management programs are influenced by the company’s strategies. 2. To what extent should organizations be committed to developing and promoting their resources from within? Are organizations better off just hiring their resources from the external labor market? Which situations might warrant the internal development approach and which might warrant the external selection approach? This question is tied to the chapter case and can augment the discussion regarding the “make versus buy” approach. This question has no right or wrong answer, but gets students speaking about the responsibility of the firm in developing its resources and the strategic reasons for doing so. When is it appropriate to hire resources from external labor market? Often, when specific skill sets are not available, then hiring from the outside is appropriate. How much investment should firms put into the development of internal resources? It makes good business sense to invest in your employees, since they are more likely to return the favor with higher productivity and organizational commitment. Organizations will invest in their internal human resources to develop needed skills. These skills are usually associated with the core competencies of the firm. For example, universities invest in professional development of their faculty so that they can learn advanced teaching or research techniques. The faculty members are thus an asset and represent a core competency of the university. 3. Do you think that the waves of employee layoffs that have occurred over the past three decades indicate a general lack of loyalty toward employees on the part of most organizations? How does the lack of job security affect organizational philosophies regarding strategic human resource programs? What are the implications of your answers in terms of the management of your own career? Employee layoffs are a necessity when businesses hit tough economic times. Students can argue whether or not layoffs indicate a lack of loyalty, but layoffs are often an indication of poor planning with regard to human resource staffing and the possibility of the “bloating” of the workforce when times are good. Staffing should always follow good prudent practice and should not allow work environments to be created that do not allow each employee to add value and productivity in order to meet goals. Lower job security, especially in poor economic times, may impact organizational philosophies since employers may feel less of need to maintain staffing and may choose to hire outside the firm when business needs dictate. These decisions cannot be made in a vacuum, but must be made with the strategic perspective of the firm in mind. What makes the most sense for the firm as it moves to grow (or shrink) its workforce? What is in the best interest of the company and its customers? Given the above answers, individuals must take their own careers seriously and understand that if the firm does not think they are adding value, their job might be terminated. It is incumbent on the individual to manage his or her career proactively and to find an organization where the individual’s skills can be used properly. 4. Do you believe that employers have a moral obligation to assist their employees in managing their careers? Why or why not? This question is intended to encourage students to discuss what role the employer should play in the career development of its employees. Whether or not employers have a moral obligation may incite strong feelings on both sides, but employers do have an obligation to assist employees in understanding that they need to manage their own careers. Helping employees to become more self-sufficient in career management could be viewed as a moral imperative for employers and is indicative of a commitment to social responsibility. It should be stressed that an understanding the career management model as presented in this book can aid employees in achieving greater self-sufficiency in career management. Chapter 13 – Essay Questions 1. Describe and discuss the four main strategic human resource processes associated with managing talent. Students should be able to identify the four processes relevant to talent management: workforce planning and staffing, learning and development, performance management, and employee relations. Workforce planning focuses on fulfilling the current staffing needs of the organization and projecting future requirements. Learning and development concerns the talent of the firm and the needs of a company as it grows and transforms. Successful employee development requires a balance between an individual's career needs and goals, and the organization's need to get work done. Performance management is essential to ensure that organizational goals and outcomes are met. It includes an assessment of individual performance in light of strategic organizational goals. Employee relations covers a variety of programs that an organization offers its employees so that the individual can work more effectively, can better integrate work and family lives, and can sustain his or her efforts over time. 2. What are the common types of employee relations programs typically offered? Employee relations programs offered at many organizations include coaching and counseling, work/life programs, and employee morale initiatives. Coaching is designed to promote both individual development and organizational learning in the service of the organization’s larger goals. Work/life programs create an organizational culture that helps men and women better meet the competing demands of work and interests outside of work. Many specific programs are discussed in Chapter 10. Finally, employee morale initiatives include a comprehensive benefits package that attends to the needs of the employee and his or her family. A work environment that helps employees meet their long-term career goals improves morale and builds lasting loyalty both to the company and fellow employees. 3. Why are performance management systems integral to strategic human resource management programs? Students should be able to discuss total performance management systems, which are designed to enhance (1) the alignment of individual and organizational goals, (2) the consistency between individual and organizational performance, (3) employee insight regarding needed adjustments in performance and goals, and (4) the critical input provided for individual development planning. Examples might be offered that suggest that total performance management is intended to increase the consistencies among individual, group and corporate levels in an organization. Solution Manual for Career Management Jeffrey H. Greenhaus, Gerard A. Callanan , Veronica M. Godshalk 9781412978262, 9780030753435, 9780030704468
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