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This document contains Chapters 9 to 10 PART THREE: DEVELOPING EFFECTIVE HUMAN RESOURCES CHAPTER 9 CAREER DEVELOPMENT REVIEW AND DISCUSSION QUESTIONS 1. Briefly describe each of the five stages in a typical career. (page 227) a. Growth Stage The growth stage lasts roughly from birth to age 14, and is a period during which the person develops a self-concept by identifying with and interacting with other people such as family, friends, and teachers. b. Exploration Stage The exploration stage is the period (roughly from ages 15 to 24) during which a person seriously explores various occupational alternatives. Establishment Stage The establishment stage spans the period from roughly ages 24 to 44, and is the heart of most people's work lives. During this period, it is hoped that a suitable occupation is found and that the person engages in activities that help him or her earn a permanent place in the chosen field. Maintenance Stage Between the ages of 45 to 65, many people slide from the establishment stage into the maintenance stage. During this latter period, most efforts are now directed at maintaining the place that the person has typically created in the world of work. Decline Stage As retirement age approaches, there may be a deceleration period known as the decline stage. Here, many people face the prospect of having to accept reduced levels of power and responsibility, and must learn to accept and develop new roles as mentor and confidant for those who are younger. 2. What are the six main types of occupational orientations? Based on research with his Vocational Preference Test, career-counselling expert John Holland identified the following six basic personality types or orientations (page 228): Realistic These people are attracted to occupations that involve physical activities requiring skill, strength, and coordination. Examples include forestry, farming, and agriculture. Investigative Investigative people are attracted to careers that involve cognitive activities (thinking, organizing, and understanding) rather than affective activities (feeling, acting, or interpersonal and emotional tasks). Examples include biologists, chemists, and college professors. Social These people are attracted to careers that involve interpersonal rather than intellectual or physical activities. Examples include clinical psychology, foreign service, and social work. Conventional A conventional orientation favours careers that involve structured, rule-regulated activities, as well as careers in which it is expected that the employee subordinates his or her personal needs to those of the organization. Examples include accountants and bankers. Enterprising Verbal activities aimed at influencing others are attractive to enterprising personalities. Examples include managers, lawyers, and public-relations executives. Artistic People here are attracted to careers that involve self-expression, artistic creation, expression of emotions, and individualistic activities. Examples include artists, advertising executives, and musicians. 3. What is a career anchor? What are the five main types of career anchors? A career anchor is a concern or value that an individual will not give up if a choice has to be made. Edgar Schein identified five career anchors (page 229): Technical/Functional People who have a strong technical/functional career anchor tend to avoid decisions that would drive them toward general management. Instead they make decisions that will enable them to remain and grow in their chosen technical or functional fields. Managerial Competence Other people show a strong motivation to become managers, and their career experience convinces them that they have the skills and values required to rise to general-management positions. A management position of high responsibility is their ultimate goal. Qualifications for these jobs include analytical, interpersonal, and emotional competence. Creativity People who become successful entrepreneurs have a need to build or create something that is entirely their own. Autonomy and Independence Some people seem driven to be on their own, free of the dependence that can arise when a person works in a large organization. Many also have a strong technical/functional orientation. However, instead of pursuing this orientation in an organization, they decide to become consultants, working either alone or as part of a relatively small firm. Others become professors of business, freelance writers, and proprietors of a small retail business. Security Some people are mostly concerned with long-run career stability and job security. They seem willing to do what is required to maintain job security, a decent income, and a stable future in the form of a good retirement program and benefits. For those interested in geographic security, maintaining a stable, secure career in familiar surroundings is generally more important than pursuing superior career choices. For others, security means organizational security. They are much more willing to let their employers decide what their careers should be. 4. Explain the different ways in which managers can assist in the career development of their employees. Managers can assist in the career development of their employees by (page 231): Ensuring Newcomers Avoid Reality Shock Perhaps at no other stage in the person's career is it more important for the employee to be career development-oriented than at the initial entry stage, when the person is recruited, hired, and given a first assignment and boss. This is (or should be) a period of reality testing during which his or her initial hopes and goals first confront the reality of organizational life and the person's talents and needs. Providing Challenging Initial Jobs Most experts agree that one of the most important things is to provide new employees with challenging first jobs. Providing Realistic Job Previews Providing recruits with realistic previews of what to expect should they be selected to work in the organization can be an effective way of minimizing reality shock and improving employees’ long-term performance. Being Demanding There is often a "Pygmalion effect" in the relationship between a new employee and his or her boss. In other words, the more the supervisor expects and the more confident and supportive he or she is, the better new employees will perform. Providing Periodic Developmental Job Rotation and Job Pathing The best way new employees can test themselves and crystallize their career anchors is to try out a variety of challenging jobs. By rotating to jobs in various specializations, the employee gets an opportunity to assess his or her aptitudes and preferences. At the same time, the organization gets a manager with a broader, multifunctional view of the organization. One extension of this is called job pathing, which means selecting carefully sequenced job assignments. Conducting Career-oriented Performance Appraisals Supervisors must understand that valid performance appraisal information is, in the long run, more important than protecting the short-term interests of their staff. Therefore, a supervisor needs concrete information regarding the employee's potential career path – information, in other words, about the nature of the future work for which he or she is appraising the employee, or which the employee desires. Providing Career-planning Workshops and Career-planning Workbooks Employers also should take steps to increase their employees' involvement and expertise in planning and developing their own careers. One option is to organize periodic career-planning workshops, planned learning events in which participants are expected to be actively involved, completing career-planning exercises and inventories, and participating in career-skills practice sessions. A career-planning workbook may be distributed to employees either as part of a workshop or as an independent career-planning aid. Providing Opportunities for Mentoring Mentoring has traditionally been defined as the use of an experienced individual (the mentor) to teach and train someone (the protégé) with less knowledge in a given area. Through individualized attention, the mentor transfers needed information, feedback, and encouragement to the protégé, and in that way, the opportunities for the protégé to optimize his or her career success are improved. 5. Explain the four important decisions to be made in establishing a promotion policy. Decision 1: Is Seniority or Competence the Rule? From the point of view of motivation, promotion based on competence is best. However, the ability to use competence as a sole criterion depends on several things, most notably whether or not a firm is unionized. Decision 2: How is Competence Measured? If promotion is to be based on competence, how will competence be defined and measured? Defining and measuring past performance are fairly straightforward matters, but promotion also requires predicting the person's potential; thus, there must be a valid procedure for predicting a candidate's future performance. Decision 3: Is the Process Formal or Informal? Many employers still depend on an informal system where the availability and requirements of open positions are kept secret. The problem is that when employees are not made aware of the jobs that are available, the criteria for promotion, and how promotion decisions are made, the link between performance and promotion is severed. The effectiveness of promotion as a reward is thereby diminished. For this reason, many employers establish formal, published promotion policies and procedures. Here, employees are generally provided with a formal promotion policy statement that describes the criteria by which promotions are awarded. Decision 4: Vertical, Horizontal, or Other? Finally, employers are increasingly having to deal with the question of how to "promote" employees in an era of flattened organizations that have eliminated many of the higher management positions to which employees might normally aspire. Some firms have created two parallel career paths, one for managers and another for "individual contributors" such as engineers. In that way individual contributors can move up to non-supervisory but still more senior positions that have most of the perks and financial rewards attached to management-track positions at that level. Another option is to provide career-development opportunities for an individual, either by moving the person horizontally or even within the same position he or she currently holds. (page 223) 6. Explain the three major on-the-job management development techniques. Developmental job rotation involves moving management trainees from department to department to build their understanding of all parts of the business. The coaching/understudy approach has the trainee working directly with the person that she or he is to replace, who is also responsible for the coaching. Action learning involves releasing managers from their regular duties so that they can work full time on projects, analysing and solving problems in departments other than their own. (page 239) 7. Discuss the six competencies in the Competency Matrix Model used at the Banff Centre. Discussion of the six competencies should be in the context of the building leadership capability in the five areas that make up the leadership system: self; team; business unit; organization; and community society (page 244). As such, the competencies in the model in Figure 9.5 – self mastery, futuring, sense making, design, intelligent action, aligning people to action, and adaptive learning – can be related to one or more of the elements in the leadership system. The Competency Matrix Model used at the Banff Centre encompasses six core competencies that are essential for organizational success. Here's a discussion of each competency: 1. Vision and Strategy: • This competency focuses on the ability to develop a clear vision for the organization's future and formulate strategies to achieve it. • Individuals who excel in this competency demonstrate strategic thinking, foresight, and the ability to align organizational goals with market trends and opportunities. • They are adept at setting goals, developing action plans, and inspiring others to work towards a shared vision. 2. Relationship Management: • Relationship management involves the ability to build and maintain positive relationships with stakeholders both internally and externally. • Individuals with strong relationship management skills are effective communicators, collaborators, and influencers. • They demonstrate empathy, diplomacy, and the ability to navigate complex interpersonal dynamics to foster trust and cooperation. 3. Leadership: • Leadership is about inspiring and guiding others towards achieving common goals. • Effective leaders exhibit qualities such as integrity, authenticity, and emotional intelligence. • They empower and motivate team members, provide direction and support, and lead by example. 4. Performance Management: • Performance management involves setting clear expectations, providing feedback, and evaluating performance to drive continuous improvement. • Individuals skilled in performance management excel at goal setting, monitoring progress, and providing constructive feedback. • They are adept at recognizing and rewarding achievements, as well as addressing performance issues in a timely and fair manner. 5. Change Management: • Change management refers to the ability to lead and adapt to change effectively. • Individuals with strong change management skills demonstrate resilience, flexibility, and a willingness to embrace new ideas and approaches. • They facilitate change by communicating a compelling vision, engaging stakeholders, and mitigating resistance to change. 6. Personal Effectiveness: • Personal effectiveness encompasses self-awareness, self-management, and continuous self-improvement. • Individuals who are personally effective demonstrate initiative, resilience, and a growth mindset. • They prioritize tasks effectively, manage time efficiently, and seek opportunities for learning and development. By focusing on these six competencies, individuals and organizations at the Banff Centre can enhance their capacity for leadership, collaboration, and innovation, ultimately driving organizational success and achieving their strategic objectives. CRITICAL THINKING QUESTIONS 1. Do you think developmental job rotation is a good method to use for developing management trainees? Why or why not? Developmental job rotation involves moving management trainees from department to department to broaden their understanding of all parts of the business, and to help them to discover which jobs he or she prefers. The person may just be an observer in each department, but more commonly gets fully involved in its operations. Job rotation has several other advantages: providing a well-rounded training experience for each person; helping to prevent stagnation through the constant introduction of new points of view in each department; (3) testing the trainee; and (4) helping to identify the person's strong and weak points. Developmental job rotation does have disadvantages, however. It encourages generalization, and tends to be more appropriate for developing general line managers than functional staff experts. Firms also have to be careful not to inadvertently forget a trainee at some deserted outpost. There are several ways to strengthen a job rotation program to maximize its effectiveness as a management trainee development strategy: tailoring it to the needs and capabilities of the individual trainee, and his or her interests, aptitudes, and career preferences; determining the length of time the trainee stays in a job based on how fast he or she is learning; and (3) ensuring that the managers to whom these people are assigned have been specially trained to provide feedback and to monitor performance in an interested and competent way. Would you tell high-potential employees that they are on the “fast track”? How might this knowledge affect their behaviour? How might the behaviour of employees who are disappointed in not being included in management development activities be affected? Referring to discussions of promotion on page 234, the critical issue is the question of whether the promotion decision process is formal or informal. If formal, employees should see a clear link between their performance and promotion opportunities so that knowing where they stand can be a motivator. They will know what they need to do. If, on the other hand, the organization has an informal promotion system, telling an employee they are on the fast track or that they aren’t will only be frustrating and possibly demotivating. Telling high-potential employees that they are on the "fast track" can have both positive and negative implications for their behavior, as well as for those who are not included in management development activities. Effects on High-Potential Employees: 1. Positive Impact: • Increased Motivation: Being identified as a high-potential employee and placed on the fast track can boost morale and motivation. It validates their skills, talents, and potential for advancement within the organization. • Higher Engagement: Knowing that they are on the fast track may lead these employees to become more engaged and committed to their work. They may see their roles as stepping stones towards higher-level positions and be more proactive in seeking out opportunities for growth and development. • Enhanced Performance: High-potential employees may strive to excel in their current roles and take on additional responsibilities to demonstrate their readiness for future leadership positions. They may be more willing to take calculated risks and push themselves outside their comfort zones to achieve success. 2. Negative Impact: • Pressure to Perform: The knowledge of being on the fast track may create pressure for high-potential employees to consistently deliver exceptional results. This pressure could potentially lead to stress, burnout, or feelings of imposter syndrome if they feel they are not living up to expectations. • Risk of Entitlement: Some high-potential employees may develop a sense of entitlement or arrogance, believing that they are guaranteed advancement simply because they have been identified as high-potential. This attitude could lead to conflicts with colleagues or a lack of humility in their interactions. Effects on Employees Not Included in Management Development Activities: 1. Disappointment and Frustration: • Employees who are disappointed in not being included in management development activities may experience feelings of frustration, inadequacy, or resentment towards the organization or their colleagues. • They may perceive the selection process as unfair or biased, especially if they believe they possess the skills and capabilities required for advancement. 2. Impact on Morale and Engagement: • The disappointment of not being selected for management development activities can negatively impact morale and engagement among these employees. They may feel undervalued or overlooked by the organization, leading to a decline in motivation and commitment to their work. • There is a risk of decreased productivity and increased turnover if employees feel disengaged or disenchanted with their career prospects within the organization. 3. Potential for Disengagement: • Employees who feel disappointed in not being included in management development activities may become disengaged from their work and less invested in the success of the organization. They may lose interest in pursuing professional growth opportunities or contributing innovative ideas to the company. In summary, communicating to high-potential employees that they are on the fast track can inspire them to excel and contribute positively to the organization. However, it's essential to manage expectations and provide support to mitigate potential negative effects such as increased pressure and entitlement. Similarly, addressing the disappointment of employees not included in management development activities is crucial to maintaining morale, engagement, and overall organizational performance. Transparent communication, fair selection processes, and ongoing support for professional growth are key to managing both scenarios effectively. How do you think employees are going to respond to the new focus on career planning, given the emphasis in recent years on “being in charge of your own career”? Refer to the discussion at the beginning of the chapter (page 225). The emphasis on career planning by organizations is due to the impending labour shortage in Canada, which would put enterprising employees in a relatively strong position in negotiating their employment. As such, organizations would need to increasingly address issues such as diversity of assignments, work/life balance and such. Some employees may expect the organization to help maintain their employability in the event that the market will adjust over time and the cycle will change back to “being in charge of your own career.” Employees are likely to respond positively to the new focus on career planning, especially considering the recent emphasis on "being in charge of your own career." Here's why: 1. Empowerment: The shift towards individual responsibility for career development aligns with the modern workplace trend of empowering employees to take ownership of their professional growth. Employees appreciate having a say in their career trajectory and being actively involved in planning their future within the organization. 2. Alignment with Personal Goals: Career planning allows employees to align their career aspirations with their personal goals, values, and interests. By actively participating in the process, employees can identify opportunities for advancement, skill development, and fulfillment that resonate with their individual aspirations. 3. Increased Engagement: Engaging employees in career planning fosters a sense of purpose and direction in their work. When employees feel supported in their career goals by their organization, they are more likely to be engaged, motivated, and committed to their roles. 4. Skill Development: Career planning provides employees with opportunities to assess their current skills and identify areas for growth and development. By setting clear career goals and objectives, employees can proactively seek out training, mentorship, or educational opportunities to enhance their skill set and advance their careers. 5. Retention: Organizations that prioritize career planning and development are more likely to retain top talent. Employees value employers who invest in their professional growth and provide opportunities for advancement within the company. By fostering a culture of career development, organizations can attract and retain skilled employees who are committed to long-term success. Overall, the emphasis on career planning complements the trend of empowering employees to take control of their own career paths. By providing support, resources, and opportunities for growth, organizations can cultivate a motivated, engaged workforce that is invested in their own success and the success of the organization. What steps could a company take to reduce political behaviour in the succession planning process? There may be some cynicism about reducing political behaviour in the succession planning process. There are steps that can be taken by the HR department and the CEO, with transparency as the key element. The HR department should work with the CEO on succession planning, but this process should not be delegated to HR (page 236). In doing so, the department should provide, and be seen to provide, as objective information as possible to the CEO. The CEO can insist on transparency in the process and the criteria. For example, he or she could specify the strategic direction of the organization. In this context, the HR department can assist in identifying the core leadership skills needed as well as people inside the organization who may have the required skills. APPLICATION EXERCISES RUNNING CASE: LearnInMotion.com (page 246) What to do about Succession? What is the best way for a small business like LearnInMotion.com to approach succession planning? Discuss the steps of: establishing a strategic direction for the company; identifying core leadership skills and competencies required to achieve the strategy; and identifying people inside the organization that have the competencies required or the potential. (page 236) Approaching Succession Planning for LearnInMotion.com Succession planning is crucial for the long-term sustainability and growth of LearnInMotion.com, especially as a small business. Here's the best approach for them: 1. Identify Key Roles and Critical Positions: • Start by identifying key roles and critical positions within the organization. These are positions that are essential for the company's continued success and growth. 2. Assess Current Talent Pool: • Evaluate the skills, experience, and potential of existing employees to determine their suitability for future leadership roles. • Identify high-potential individuals who demonstrate the capability and willingness to take on additional responsibilities and grow within the organization. 3. Develop a Succession Plan: • Create a structured succession plan outlining potential successors for key roles and the development activities needed to prepare them for future leadership positions. • Consider factors such as leadership qualities, technical skills, and cultural fit when selecting potential successors. 4. Provide Development Opportunities: • Offer training, mentoring, and leadership development programs to groom potential successors and enhance their readiness for future roles. • Encourage cross-functional experiences and job rotations to broaden employees' skill sets and perspectives. 5. Establish a Mentorship Program: • Pair high-potential employees with experienced leaders within the organization who can provide guidance, support, and career advice. • Mentorship programs help employees develop leadership skills, expand their networks, and navigate career advancement opportunities. 6. Monitor Progress and Adjust as Needed: • Regularly review and update the succession plan based on changes in business needs, employee performance, and organizational priorities. • Continuously assess the readiness of potential successors and adjust development activities accordingly. 7. Promote a Culture of Succession Planning: • Foster a culture where succession planning is seen as a strategic priority and everyone is engaged in identifying and developing future leaders. • Encourage open communication and transparency about career advancement opportunities within the organization. 8. Consider External Talent: • While developing internal talent is critical, also consider the possibility of recruiting external candidates for key leadership positions if necessary. • External hires can bring fresh perspectives, diverse experiences, and specialized skills that complement the existing talent pool. By taking a proactive approach to succession planning, LearnInMotion.com can ensure continuity in leadership, mitigate the risks associated with talent gaps, and position the organization for future growth and success. What on-the-job management development techniques would be most appropriate for LearnInMotion.com? The coaching/understudy approach would be most appropriate at this small dot-com company. (page 239) On-the-Job Management Development Techniques for LearnInMotion.com LearnInMotion.com, as a small business, can benefit from on-the-job management development techniques that are practical, cost-effective, and tailored to the organization's needs. Here are some techniques that would be most appropriate: 1. Job Rotation: • Implement job rotation programs that allow aspiring managers to gain exposure to different departments and functions within the organization. • Rotating employees through various roles helps them develop a broader understanding of the business, enhances their problem-solving skills, and fosters cross-functional collaboration. 2. Stretch Assignments: • Assign challenging projects or tasks to high-potential employees that push them outside their comfort zones and require them to develop new skills. • Stretch assignments provide valuable learning experiences, build confidence, and prepare individuals for future leadership roles. 3. Shadowing Opportunities: • Provide opportunities for aspiring managers to shadow experienced leaders or senior executives within the organization. • Shadowing allows employees to observe leadership behaviors, decision-making processes, and strategic thinking firsthand, while also fostering mentorship and knowledge transfer. 4. Action Learning Projects: • Facilitate action learning projects where employees work in teams to address real business challenges or opportunities. • Action learning projects encourage collaboration, innovation, and critical thinking skills, while also delivering tangible results that benefit the organization. 5. Cross-Functional Teams: • Encourage participation in cross-functional teams or task forces that tackle specific projects or initiatives requiring input from multiple departments. • Cross-functional collaboration fosters a deeper understanding of the organization's operations, promotes networking, and cultivates leadership skills in diverse contexts. 6. Delegated Authority: • Gradually delegate decision-making authority and responsibilities to emerging leaders, allowing them to take ownership of projects or processes. • Providing autonomy and accountability empowers individuals to develop leadership capabilities, build confidence, and demonstrate their readiness for managerial roles. 7. Peer Coaching and Feedback: • Establish peer coaching programs where aspiring managers support and provide feedback to their peers in a structured setting. • Peer coaching fosters a culture of continuous learning and development, promotes knowledge sharing, and strengthens interpersonal skills. 8. Regular Check-Ins and Feedback: • Conduct regular check-ins and feedback sessions with employees to discuss their progress, strengths, areas for improvement, and career aspirations. • Providing ongoing feedback and support helps employees stay engaged, motivated, and focused on their development goals. By implementing these on-the-job management development techniques, LearnInMotion.com can effectively nurture the leadership potential of its employees, build a talent pipeline for future leadership positions, and drive organizational growth and success. What off-the-job management development techniques, if any, would you recommend for LearnInMotion.com, given their financial constraints? Off-the-job but in-house conferences or seminars would be recommended for this small dot-com company. (page 239) Off-the-Job Management Development Techniques for LearnInMotion.com Given LearnInMotion.com's financial constraints, it's essential to recommend off-the-job management development techniques that are cost-effective yet still impactful. Here are some recommendations: 1. Online Courses and Webinars: • Encourage managers to take advantage of free or low-cost online courses and webinars offered by reputable educational institutions, industry associations, or online learning platforms. • These courses cover a wide range of topics such as leadership, strategic management, and business acumen, providing valuable knowledge and skills enhancement at minimal cost. 2. Industry Conferences and Workshops: • Identify industry conferences, workshops, or seminars relevant to the company's business sector or managerial roles. • While attendance at some conferences may incur registration fees, others offer discounted rates for early registration or group attendance. Additionally, some conferences may offer scholarships or sponsorships for eligible participants. 3. Networking Events and Professional Associations: • Encourage managers to participate in networking events and join professional associations related to their field or industry. • Networking provides opportunities for knowledge sharing, peer learning, and building relationships with industry peers and thought leaders, all of which contribute to professional development. 4. Books, Podcasts, and Ted Talks: • Encourage managers to engage in self-directed learning by reading relevant books, listening to podcasts, and watching Ted Talks on topics such as leadership, management best practices, and personal development. • Many resources are available for free or at a low cost, making them accessible options for continuous learning and skill development. 5. Job Shadowing or Mentoring Programs: • Establish informal job shadowing or mentoring programs where managers can connect with experienced professionals outside the organization. • Mentoring relationships provide valuable insights, guidance, and career advice, enhancing managers' professional growth and development. 6. Internal Cross-Training and Knowledge Sharing: • Facilitate internal cross-training sessions where managers share their expertise and experiences with colleagues from different departments or functional areas. • Cross-training promotes knowledge sharing, collaboration, and skill development among employees, all of which contribute to managerial competency enhancement. 7. Self-Assessment and Development Planning: • Encourage managers to conduct self-assessments of their skills, strengths, and areas for development. • Develop personalized development plans outlining specific goals, actions, and timelines for achieving career objectives. Emphasize the importance of leveraging available resources and seeking feedback from peers and supervisors to support their development journey. By leveraging these off-the-job management development techniques, LearnInMotion.com can provide valuable learning opportunities for its managers while minimizing financial constraints. These techniques promote continuous learning, skill development, and career advancement, ultimately contributing to the organization's success and competitiveness in the marketplace. CASE INCIDENT: Family versus Career – and a Company Caught in the Middle (page 247) What preventative measures could Dave’s company have taken to avoid the crisis it is faced with? What can the company do now? This question asks the student to think about competing values. Dave’s clear knowledge of what the company had in store for him might have prevented this situation; on the other hand, maybe not. The company should honestly communicate with Dave, and perhaps there are ways their family values could be met by living outside Vancouver and working more from home. The company should also look at other employees who can be developed to Dave’s level. No one should be indispensable. Should Dave’s company involve Nora in any of its attempts to retain Dave? If so, how? Yes, Nora is a critical factor in Dave’s career decision. The EAP program could refer them to a counsellor to help them with this decision. The fact that Dave is sad about the decision could mean trouble for them in the future. Should Dave’s company implement any career development programs after this crisis passes? If so, what kind would you recommend? Why? Succession planning is critical and should not rely on one person. The company needs to develop both on-the-job and off-the-job developmental opportunities. EXPERIENTIAL EXERCISES (page 247) Review the Web site of a provider of management development seminars, such as the Canadian Institute of Management. Obtain copies of recent listings of seminar offerings. At what levels of management are its seminar offerings aimed? What seem to be the most popular types of development programs? Why do you think that is the case? Depending on the source from which information is obtained, there may be a wide variety of development offerings. They are likely primarily aimed at middle- or upper-level managers, although some organizations offer programs suitable for entry-level managers. The Human Resources Professionals Association of Ontario, for example, offers a wide variety of seminars on topics ranging from "Interviewing Skills for Selection and Appraisal" to "Benchmarking the HR Function" to "HR Applications on the Internet.” The most popular programs may cover any number of different subjects. According to Canadian training expert David McQuaig: “In a world of increased volatility and instability, there is only one absolute certainty: more people will need more training for more jobs than ever before in history. A survey of top executives in 23 countries found that management development and increasing employee knowledge through training are considered to be the twin pillars for future business success. A 1999 Conference Board of Canada survey found that job-specific technical skills training, professional skills training, and computer literacy/applications training are the top three areas for training in Canadian companies. Most seminars involve a lecture format, supplemented by a question-and-answer session or small group discussions. The reason for the popularity of the lecture format is the ease of offering the program; the ability to offer it to much larger groups, thereby increasing the profitability of the program; and the fact that most people are accustomed to the lecture format. Find an older person who is Web challenged (perhaps a family friend or one of your professors who is having trouble setting up a Web site or getting full use of an e-mail system). Offer to reverse mentor him or her on using the Web for a short time (a few weeks) in return for some career mentoring for yourself. Prepare a short report on the benefits of this experience for both of you. In their report, students should refer to the discussion on mentoring. (page 232) Reverse Mentoring Experience Report: Bridging the Generational Gap Introduction: The reverse mentoring experience involved providing web-related guidance to an older individual who was facing challenges with technology, in exchange for career mentoring. The purpose was to foster mutual learning and bridge the generational gap in technology usage and career development. Participant Information: • Reverse Mentor: [Your Name] • Mentee: [Name of the older individual] Reverse Mentoring Activities: 1. Initial Assessment: • Conducted an initial assessment of the mentee's web-related challenges, including setting up a website and utilizing email effectively. • Identified specific areas of difficulty and discussed goals for improvement. 2. Tailored Learning Sessions: • Developed personalized learning sessions tailored to the mentee's needs and learning style. • Provided step-by-step guidance and hands-on support in navigating web interfaces, sending emails, and exploring online resources. 3. Practice and Feedback: • Encouraged the mentee to practice using web tools independently between sessions. • Offered constructive feedback and troubleshooting assistance to address any issues or questions that arose. 4. Progress Monitoring: • Regularly monitored the mentee's progress and addressed any challenges or barriers encountered during the learning process. • Adapted mentoring strategies as needed to ensure continued improvement and confidence building. Career Mentoring Exchange: • In exchange for the web mentoring, the older individual provided valuable career mentoring and insights based on their extensive professional experience. • Discussions included career goal setting, networking strategies, and navigating workplace challenges. • The mentor shared personal anecdotes, lessons learned, and practical advice tailored to the mentee's career aspirations. Benefits for Both Participants: 1. Mentee (Older Individual): • Enhanced Web Literacy: The mentee gained confidence and proficiency in using web tools, improving their digital literacy skills and ability to navigate online platforms. • Increased Independence: With guidance and support, the mentee became more independent in managing web-related tasks and accessing online resources. • Gratitude and Satisfaction: The mentee expressed gratitude for the personalized support and reported feeling empowered to explore new opportunities in the digital world. 2. Mentor (Younger Individual): • Leadership and Communication Skills: The mentor developed leadership and communication skills by explaining complex concepts in a clear and understandable manner. • Empathy and Patience: Assisting an older individual with technology challenges fostered empathy, patience, and a deeper understanding of diverse learning needs. • Career Insights: Through career mentoring exchanges, the mentor gained valuable insights and perspectives on career development strategies, professional growth, and work-life balance. Conclusion: The reverse mentoring experience proved to be mutually beneficial, fostering learning, collaboration, and personal growth for both participants. By bridging the generational gap and leveraging each other's strengths, both mentor and mentee gained valuable skills, insights, and mentorship support for their respective career journeys. VIDEO CASE: Small Talk (page 248) Career development workshops cover all sorts of the finer points required for top jobs. Business etiquette consultant Roz Usher off coaches an MBA class at the Rotman School of Management at the University of Toronto on the art of small talk, handshakes, and looking people in the eye. Why is training in business etiquette important for MBA students? Business etiquette training is important because it is important to present a professional image in order to be perceived as a serious player in the business world. Potential business deals may be lost if one party does not feel comfortable in social situations with the other party. Why don’t the MBA students in the video already know how to shake hands and look people in the eye? Business etiquette is not exactly the same as general social etiquette because the social encounter has different objectives. Business people want to be perceived as strong and trustworthy, which can be communicated through a strong handshake and direct eye contact in the North American culture. Why is small talk important in business situations? Small talk is important in order to establish rapport with the other parties in a business situation. Once others feel relaxed and comfortable, and consider the other party trustworthy, they are often more willing to proceed with business deals. Source: Based on “Small Talk,” CBC Venture 887 (July 6, 2003). PART THREE: DEVELOPING EFFECTIVE HUMAN RESOURCES CHAPTER 10 PERFORMANCE APPRAISAL: THE KEY TO EFFECTIVE PERFORMANCE MANAGEMENT REVIEW AND DISCUSSION QUESTIONS Explain what is meant by the term “performance management.” Performance management is a process encompassing all activities related to improving employee performance, productivity, and effectiveness. The components of performance management are goal setting, merit pay increases, training and development, career management, and disciplinary action. Performance appraisal is the key to effective performance management because it provides the justification for decisions on all aspects of performance management. (page 250) Describe the three steps in appraising performance. The three steps in appraising performance are: (1) define performance expectations; (2) appraise performance (compare an employee’s actual performance to set standards); and (3) one or more feedback sessions. Explain how to ensure that the performance appraisal process is carried out ethically and without violating human rights laws. In order to ensure that the performance appraisal process is carried out ethically and without violating human rights laws: keep well documented performance records and performance appraisal feedback let employees know where they stand and be straight with them conduct a job analysis to ascertain characteristics required for successful job performance incorporate these characteristics into a rating instrument tied to specific job behaviours ensure definitive performance standards are provided to all use clearly defined individual dimensions of job performance use different kinds of ratings train supervisors ensure appraisers have regular contact with appraisees use multiple appraisers use formal appeal mechanisms and reviews document all decisions provide corrective guidance Discuss the pros and cons of using different potential raters to appraise a person's performance. Immediate Supervisor Pros: The supervisor has easy access to the employee and knows the employee’s work. Cons: Supervisors are prone to rater errors. Peers Pros: Effective in predicting future management success, high correlation between peer and supervisor ratings, more opportunity to observe ratees, and to observe them at more revealing times than supervisors. Cons: Logrolling; all the peers simply get together to rate each other high. Rating Committees Pros: Using multiple raters can be advantageous. While there may be a discrepancy in the ratings made by individual supervisors, the composite ratings tend to be more reliable, fair, and valid. When there are variations in raters' ratings, they usually stem from the fact that raters often observe different facets of an employee's performance; the appraisal ought to reflect these differences. Cons: This method is very time-consuming. Self Pros: Employees value the opportunity to participate in performance appraisal more for the opportunity to be heard than for the opportunity to influence the end result. Cons: Employees usually rate themselves higher than they are rated by supervisors or peers. Appraisal by Employees Pros: When conducted throughout the firm, the process helps top managers diagnose management styles, identify potential "people" problems, and take corrective action with individual managers as required. Such employee ratings are especially valuable when used for developmental rather than evaluative purposes. Managers who receive feedback from employees who identify themselves view the upward appraisal process more positively than do managers who receive anonymous feedback. Cons: Employees (not surprisingly) are more comfortable giving anonymous responses, and those who have to identify themselves tend to provide inflated ratings. 360-Degree Appraisal Pros: The 360-degree approach supports the activities of performance feedback, coaching, leadership development, succession planning, and rewards and recognition. This method is also more meaningful in today's reality of complex jobs, with matrix and team reporting relationships. A 360-degree appraisal can be perceived as a jury of peers, rather than the supervisor as a single judge, which enhances perceptions of fairness. Cons: significant investment of time required for it to function successfully. There are few data on the effectiveness of 360-degree feedback, and some organizations have abandoned it for appraisal purposes because of negative attitudes from employees and inflated ratings. What are the four key factors in conducting an appraisal interview? The four key factors in conducting and appraisal interview are: be direct and specific; do not get personal; encourage the person to talk; and develop an action plan. Explain how to handle a defensive employee in a performance appraisal interview. Important points to remember when faced with a defensive employee in a performance appraisal interview are: recognize defensive behaviour as normal; never attack a person’s defences; postpone action; and recognize human limitations. CRITICAL THINKING QUESTIONS Given the numerous problems with performance appraisal, and the negative consequences that often ensue, should performance appraisal be abolished? Refer to Page 259 for a discussion on performance appraisal problems and solutions. An argument can be made that, in the normal course of organizational events, there a number of more objective reports that can be used to assess the performance of employees. These reports can include for example periodic sales figures, units produced, profit margins, client contacts, and such. While such reports may indicate key performance criteria for the current position, qualitative information, such as interpersonal skills, may be more difficult to gather. The latter especially may require skills beyond those required to accomplish current position targets. Hence, without supervisory evaluation and an interactive performance appraisal, these indicators may not provide adequate and valid information on the potential of the employee as inputs for decisions on developing the employee’s skills, on transfers, or promotions. Also, the employee will not be made aware of important perceptions about his/her own performance strengths and weaknesses that may affect his/her own future career management decisions. How can the problem of inconsistency between managers who are rating workers be solved, or at least diminished? Make two or more suggestions. To eliminate or minimize rater inconsistency, there are many strategies that can be used. Rater training is one. Making raters aware of rating scale problems is essential, since understanding the problems can help to prevent them. Improving appraisal accuracy also requires reducing outside factors, such as union pressure and time constraints. Other recommendations to improve accuracy of ratings include: Conducting a job analysis to ascertain characteristics required for successful job performance and using this information to create job performance standards. Incorporating these characteristics into a rating instrument, preferably BARS. Providing definitive performance standards to all raters and ratees. Using clearly defined individual dimensions of job performance, rather than undefined global measures. Avoiding abstract trait names (for example, “loyalty” or “honesty”) when using a graphic rating scale, unless they can be defined in terms of observable behaviours. Employing subjective supervisory ratings (essays, for instance) as only one component of the overall appraisal process. Training supervisors to use the rating instrument properly, providing instructions on how to apply performance appraisal standards, and ensuring that subjective standards are not subject to bias. Ensuring that appraisers have regular contact with the employee being evaluated. Utilizing formal appeal mechanisms and a review of ratings by upper-level managers. (page 264) Given the difficulty in providing traditional performance standards for jobs that are quite flexible, what sort of “standards” could be developed for these flexible jobs? Traditional performance standards lean towards assessing activities on the job. Focusing on results or objectives can take the focus effectively to the bottom line. “Stripped to its essentials, management by objectives (MBO) requires the manager to set specific measurable goals with each employee and then periodically discuss his or her progress toward these goals” (page 258). An adaptation of this method towards a results-based appraisal may address the issue of flexible jobs, taking it away from activities. In addition, where there may be particular issues, such as sensitivities with clients or interpersonal/interdepartmental operations, a narrative form (page 255) could be used on an “as-needed” basis. BARS is not commonly used because it is so time-consuming to develop. How could the development steps be streamlined? The main options would lie with dropping either the internal or the external group (Steps 1 and 3, page 257). While dropping the internal group would reduce the time to develop a BARS, if an external group of people develop the critical incidents, the persons being appraised may feel alienated from the process. If, in addition, the supervisor has any reservations about the critical incidents, the appraisal could be compromised and the staff demotivated. Alternatively, while there may be some loss in objectivity by excluding the external group (Step 3), BARS can remain a valid and useful instrument. Do you agree with the use of forced rating scales? Why or why not? Students may present arguments both for and against forced rating. FOR: This method may be useful to decide on pay increases within a department. As such, the forced distribution method can be one important element in performance appraisal. Employees who are not performing well will be clear about their manager’s assessment of their work. They may decide to get another job, possibly saving the current employer the time and expense involved in terminating employees. AGAINST: In the broader organizational context, the forced rating method may not be useful. For example, can it be assumed that the top 15% in one unit is the same level or standard as the top 15% in another unit? By itself, in addition to demotivating people classified as below average, it may not provide adequate qualitative information for organizational decisions on development, transfer, and promotions. How might a supervisor handle a situation in which negative appraisals in the past have caused an employee to undervalue his or her performance? Refer to page 273. From one appraisal to the next, the supervisor has a key function to provide the employee with a reasonable amount of time to improve performance. Perhaps more important, he or she should provide active support to facilitate improvement. In this connection, the supervisor could provide frequent constructive feedback and schedule periodic (monthly or quarterly, for example) conversations to review performance and agree on targets for the next period. Once the employee’s work has improved, the supervisor should clearly communicate this to the employee in order to clarify the employee’s perceptions of the value of his/her performance. It may be that the negative appraisals were related to political issues or personality differences with a former boss, which may have caused the employee to undervalue his/her work effort. A new supervisor may evaluate the employee’s work more positively and may need to provide extra positive reinforcement through ongoing verbal recognition of the employee’s good work in order for the employee to enhance his/her perceptions about the value of his/her work. APPLICATION EXERCISES RUNNING CASE: LearnInMotion.com (page 276) The Performance Appraisal Advise them if they need to evaluate the workers formally. Why or why not? If you think Jennifer is right, how do you explain away Pierre’s arguments? Based on the information presented in the chapter, the students need to determine if the workers should be evaluated formally or informally, and they need to provide reasons for their decision. Advising LearnInMotion.com on Formal Worker Evaluation In advising LearnInMotion.com on whether they need to conduct formal evaluations of their workers, it's essential to consider the benefits and drawbacks of formal performance appraisals. Here's how to approach Pierre's arguments and explain the importance of formal evaluations: Addressing Pierre's Arguments: 1. Time and Resources: Pierre may argue that formal evaluations require significant time and resources that the company cannot afford, especially as a small business. • Acknowledge the concern but emphasize that investing time in performance evaluations can yield long-term benefits for the organization, such as improved employee productivity, motivation, and retention. • Highlight the potential cost savings associated with addressing performance issues proactively through structured feedback and goal setting. 2. Informal Feedback: Pierre may suggest that informal feedback and ongoing communication are sufficient for managing performance. • While informal feedback is valuable for day-to-day coaching and communication, formal evaluations provide a structured framework for assessing performance against established goals and expectations. • Explain that formal evaluations offer a more comprehensive and documented assessment of employee performance, which is essential for identifying strengths, areas for improvement, and developmental opportunities. 3. Employee Morale: Pierre might argue that formal evaluations can demoralize employees and create a sense of competition or fear of criticism. • Emphasize that the purpose of formal evaluations is not to criticize or intimidate employees but to support their growth and development. • Highlight the importance of a fair and transparent evaluation process that focuses on constructive feedback, goal alignment, and mutual goal setting. Explaining the Need for Formal Evaluations: 1. Performance Alignment: Formal evaluations ensure that employee performance is aligned with organizational goals and objectives. By setting clear performance expectations and providing feedback on progress, employees understand how their contributions impact the company's success. 2. Development and Recognition: Formal evaluations facilitate employee development by identifying strengths, areas for improvement, and growth opportunities. They also provide a platform for recognizing and rewarding employees for their achievements and contributions. 3. Legal Compliance: Formal evaluations help ensure legal compliance with employment regulations and standards. Documenting performance discussions and decisions can protect the organization from potential disputes or legal challenges related to performance management. 4. Feedback Consistency: Formal evaluations promote consistency in feedback and evaluation criteria across the organization. This consistency ensures fairness and equity in the evaluation process, mitigating bias or subjective judgments. 5. Performance Improvement: Formal evaluations provide a structured framework for addressing performance issues and implementing performance improvement plans when necessary. They enable managers to identify performance gaps and provide targeted support and resources for improvement. In conclusion, while informal feedback and ongoing communication are valuable, formal evaluations play a crucial role in aligning performance with organizational goals, promoting employee development, ensuring legal compliance, maintaining consistency, and addressing performance issues effectively. Therefore, it is advisable for LearnInMotion.com to implement formal worker evaluations to maximize employee performance and organizational success. Recommend a performance appraisal method for the salespeople, or Web designer, or Web surfer. Why do you recommend this method? What are the legal/ethical implications of using this method? The students need to be familiar with different appraisal methods discussed in the chapter. They should use the sample appraisal forms given in the chapter as guides. Recommendation for Performance Appraisal Method at LearnInMotion.com For the salespeople, web designers, or web surfers at LearnInMotion.com, a performance appraisal method that focuses on both quantitative results and qualitative behaviors would be effective. Therefore, I recommend the Management by Objectives (MBO) method. Why MBO? 1. Focus on Objectives: MBO involves setting specific, measurable, achievable, relevant, and time-bound (SMART) objectives for employees. This aligns individual goals with organizational objectives, ensuring that employees understand what is expected of them and how their performance contributes to the company's success. 2. Clear Performance Standards: With MBO, performance standards are established upfront, providing clarity and transparency regarding expectations. Salespeople can have objectives related to sales targets, customer satisfaction, and market expansion. Web designers may have objectives related to website performance metrics, design quality, and project deadlines. Web surfers can have objectives related to content quality, user engagement metrics, and website traffic. 3. Regular Feedback and Review: MBO encourages ongoing feedback and performance discussions between managers and employees. Regular check-ins allow for course corrections, recognition of achievements, and identification of areas for improvement. 4. Flexibility and Adaptability: MBO is flexible and adaptable to different roles and performance metrics. It allows for customization based on the specific responsibilities and objectives of salespeople, web designers, and web surfers. Legal/Ethical Implications: While MBO is a widely used and effective performance appraisal method, there are legal and ethical considerations to be mindful of: 1. Fairness and Non-Discrimination: It's essential to ensure that objectives and performance standards are fair, unbiased, and applicable to all employees. Avoid setting unrealistic or unattainable goals that may disproportionately disadvantage certain individuals or groups. 2. Confidentiality: Managers must handle performance appraisal data with confidentiality and discretion to protect employees' privacy rights. Information disclosed during performance discussions should be relevant to the evaluation process and not shared inappropriately. 3. Performance Documentation: Proper documentation of performance appraisal discussions and outcomes is essential for legal compliance and dispute resolution. Managers should maintain accurate records of objectives, achievements, feedback, and performance ratings. 4. Training and Consistency: Ensure that managers are trained in conducting performance appraisals effectively and consistently. Consistency in evaluation criteria and feedback delivery minimizes the risk of legal challenges related to discrimination or unfair treatment. By implementing the MBO method with careful attention to legal and ethical considerations, LearnInMotion.com can effectively evaluate the performance of its salespeople, web designers, and web surfers, drive employee engagement, and achieve organizational goals. CASE INCIDENT: Objectives? (page 277) What was wrong or right with Janet’s appraisal of Hans’s performance? Right: The appraisal was non-personal, focused on the problems, and asked for his input. Wrong: Janet set goals he believed were unattainable, and didn’t offer training/help in Web design. She needed to explore with Hans why he felt the goals were unattainable – otherwise this would be demotivating. Should the new objectives be higher or lower than they are? Explain. Goals could be left the same provided Hans is given the opportunity to realize and obtain the training and assistance he needs. Whether the new objectives for employees should be set higher or lower depends on several factors, including the current performance level of employees, organizational goals, and the feasibility of achieving the objectives. Here's how to approach the decision: Factors to Consider: 1. Current Performance Level: Evaluate the current performance level of employees against existing objectives. If employees are consistently meeting or exceeding their current objectives, it may be appropriate to set higher objectives to challenge and motivate them further. 2. Organizational Goals: Consider the strategic objectives and priorities of the organization. The new objectives should align with the company's goals and contribute to its overall success. If the organization aims for growth, innovation, or improved efficiency, setting higher objectives may be necessary to drive performance in line with these goals. 3. Employee Development: Assess the developmental needs and aspirations of employees. Objectives should be challenging yet attainable, providing opportunities for skill development, career advancement, and personal growth. Setting objectives too high may lead to frustration and demotivation, while setting them too low may result in complacency. 4. Market Conditions: Take into account external factors such as market conditions, industry trends, and competitive pressures. If the market is highly competitive or undergoing rapid change, setting higher objectives may be necessary to maintain a competitive edge and adapt to market dynamics. Recommendation: In general, it's advisable to set objectives that are slightly higher than current performance levels but still achievable with effort and commitment. This approach, known as "stretch goals," encourages employees to push beyond their comfort zones and strive for continuous improvement. However, it's essential to strike a balance and avoid setting objectives that are excessively challenging or unrealistic, as this can lead to burnout, disengagement, and decreased morale. Objectives should be SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) to provide clear direction and accountability. Ultimately, the decision on whether the new objectives should be higher or lower should be based on a thorough analysis of the factors mentioned above, taking into account the unique context and circumstances of the organization and its employees. Regular review and adjustment of objectives based on performance feedback and changing business needs are also crucial for effective performance management. EXPERIENTIAL EXERCISES (page 277) Working individually or in groups, develop a graphic rating scale for a retail sales associate and a fast food restaurant manager. The graphic rating scales developed must focus on performance-related characteristics. Thus, to answer this question, students must first identify the main duties and responsibilities of each of the jobs, and then establish an appropriate scale. Appraisal criteria might include reliability, quality of work, amount of initiative, problem-solving skills, and significance of contribution to the firm, among numerous other things. Further criteria used for rating a fast food restaurant manager could include speed and accuracy of budget and accounting, management of employees, as well as customer-relations skills. (page 251) Working individually or in groups over the period of a week, develop a set of critical incidents covering the classroom performance of one of your instructors. The critical incident method is described on page 254. Prior to using this appraisal technique, job analysis should be performed and a job description developed. Individuals should always be aware of the criteria on which they will be evaluated. Once these steps have been taken, duties and targets can be specified (as in the example on page 255), and critical incidents recorded. There are some limitations to this exercise. Critical incidents recorded over a one-week period may reflect recent performance that is not representative (the recency effect). To be effective, examples of performance must be recorded over the entire appraisal period (typically one year). However, the exercise will provide students with an opportunity to observe and record examples of particularly effective and/or ineffective performance and to see how such information can provide concrete data on which to base an appraisal, specific examples to explain why performance is not meeting standards, and ways in which it can be improved. Solution Manual for Human Resources Management in Canada Human Resources Management in Canada Gary Dessler, Nina D. Cole 9780132270878, 9780134005447
