Saath! LEARNING SAEs = FOR PHR/SPHR CERTIFICATION PREPARATION hyPe at Gil Sel Bin sia fessLICENSE AGREEMENT FOR SHRM LEARNING SYSTEM FOR PHR/SPHR CERTIFICATION PREPARATION, INSTRUCTOR MATERIALS. By opening and using these “SHRM Learning System for PHR/SPHR Certification Preparation” Instructor materials (the “Materials”), the undersigned user (“Instructor”) hereby agrees as follows: (i) That the Society for Human Resource Management is the exclusive copyright owner of the Materials. (i) Provided that the required fee for use of the Materials by Instructor has been paid to SHRM or its agent, Instructor has the right, by this License, to use the Materials solely for the purpose of teaching a course at which each student has paid, or has had paid for him, to SHRM or its agent, the required fee for use of the student “SHRM Learning System for PHR/SPHR Certification Preparation” materials for such course. The Instructor has no right to use the Materials for any other purpose. (Gli) User has no right to print or make any copies, in any media, of the Materials, or to sell, or sublicense, loan, or otherwise convey or distribute these Materials or any copies thereof in any media; except that in connection with a course described in (ii) above, User may provide students at such course with a hard copy of that portion of the Materials consisting only of the slides, provided that a notice showing SHRM copyright is provided with such hard copy. SOCIETY FOR F RESOURCE MANK 7 @ ronson tertennin nein,————— ee ee. == == ==. ==. ==INsTRUCTOR REBOURCE BOOK Contents Introduction to the SHRM Learning System for PHR/SPHR Certification Preparation ......1 Instructional Use of Student Resources Online Student Resources Learning Modules. SPHR Preparation BOOK... lyn tb Instructor Resources...» Instructor's Version of Leaming Modules. Instructor Reports... PowerPoint Slides. Reinforcement Activities Final Exam., Conducting a Session ... Session Design Course Schedules Course Preparation. Course Feedba Appendix A: Reinforcement Activities .. Appendix B: Final Exam Answer Key... @ respon eteee = = es = -*. =: 1 =. : : - = == 7 _- = i _ - = - = ; r - - = : - mes os ee" s , r - — == = :INSTRUCTOR RESOURCE BOOK Introduction to the SHRM Learning System for PHR/SPHR Certification Preparation The Society for Human Resource Management is pleased to provide you with the SHRM Learning System for PHR/SPHR Certification Preparation®, Instructor- Led Version, This program is designed for students who prefer to learn through classroom study and interaction with their peers. ‘The SHRM Learning System for PHR/SPHR Certification Preparation includes a variety of state-of-the-art learning materials that will assist students in their certification preparation and professional development efforts. These materials (with the exception of the self-study modules, which are available in print or for download to an e-reader device) may all be accessed and used by students after they have logged on to the online Leaming Center. ‘A sample screen shot of the online Learning Center is shown in Figure 1 on the next page; it illustrates the wealth of resources and approaches to learning that this Learning System provides students. These resources are also available to you. As an instructor, you can incorporate some of these elements into your classes and encourage students to make good use of these materials in their independent preparation for the exam. Through repeated and varied exposure to the concepts in the Learning System, students’ comprehension and retention of course information will increase. @ Instructors should familiarize themselves with the online resources available to students so that they can answer student questions and encourage full use of these valuable online resources. In the following sections we will review the online Learning Center resources and suggest ways in which you can use them in your classroom or online teaching. We will also review the various resources provided to instructors. © 2014 SHRM. 1 BD) eters tneINSTRUCTOR RESOURCE BOOK ASSESS vourcunse woot STUDY ro sxccem ° w es DOWNLOAD, owerett EREAER FES PASS rowan Caen er eee ee eae tion Preparation Figure 4. SHRM Learnin ‘Online Learning Center © 2014 SHRM ; Q rovtoosptcnine tonneINSTRUCTOR RESOURCE BOOK Instructional Use of Student Resources This Learning System includes a wealth of resources that can greatly increase a student’s chance of success when sitting for the PHR or SPHR exam. It is a student's responsibility to take advantage of these resources, but you can increase students’ satisfaction with this product by making them aware of these resources and encouraging their use, In addition, instructors can use student resources in their sessions to engage and challenge students and improve the group learning experience. Figure 2 below describes resources students can access via the Learning System online learning. These components enrich students’ learning experience, appeal to individual learning styles and preferences, and support students’ performance when they sit for the exam. In addition to ensuring that students are aware of these online resources, you can also increase their use by incorporating these resources in your teaching to enrich the classroom learning experience, Description Quickstarts Each module is previewed in a 10- to 15- minute video. Students are introduced to the main topics and key terminology covered in each module Gees ‘Students can test their knowledge online of key terms introduced in each module. They can also choose to listen to an audio version or download .paf files and print the flashcards. The audio and printable flashcards are found in the Resource Center. ee The online case study follows a fictional organization as it confronts situations aligned with the Learning System's learning modules Learners test their understanding of module concepts and apply their knowledge by answering multiple-choice questions. Possible Instructional Uses Recommend that students view the module Quickstart first and then begin reading the module. Recommend that students use the Quickstarts to review key content and terms before they sit for the exam. Use the flashcards in class as a preview when you start a new module or as a review when you complete a module. Use the flashcards after students return from breaks to recapture their attention, refocus on session content, and re-energize them. Use the case study situations in class discussions as examples to reinforce cross- learning Encourage students to use the case study outside of class for additional application of their knowledge. Figure 2. Learning System Student Materials (continued next page) © 2014 SHRM. Q) Petes pn rmaerwnta mcINSTRUCTOR RESOURCE BOOK Onii The system includes over 1,400 online test questions designed to help learners prepare for the certification exam. Test questions are all multiple-choice. The post-test has added functionality to simulate the certification ‘exam, including timing (to practice getting through the number of questions in the allotted time), mark and review (mark an item to retum to later if time allows), and the strikethrough feature (cross out one or more: of the multiple choice options to narrow focus). Learners begin their studies by completing the online assessment and using those results in combination with the SmartStudy tool to create a personal study plan. After reading through a learning module, they can practice applying their knowledge on one or both of the module-specific tests. There are also two bonus tests (for each level), which | draw questions from all modules for additional practice, and a post-test that is weighted according to the body of knowledge and designed to help students gauge how well they are prepared to pass the exam. feces ‘The Resource Center houses a wealth of additional resources to aid students in their studying, If relevant legislation should change throughout the year, the HR Updates page will help guide a leamer to better understanding. Additional links and references for further study can be found here as well as study aids on legislation and HR case law. Students can also access audiocasts and Webcasts on course-related topics through the Resource Center tab in the online Learning Center. In our effort for continuous improvement, students are afforded two options for providing feedback on the product. Possibl Instructional Uses Instructors can access group reports via the Reports link (found in the online Learning Center) to see group results from online testing. Based on this data, they can: * Use assessment results to determine common areas of strength and difficulty and adjust instructional focus accordingly. + Encourage students to complete online tests for practice. + Measure leaming gain on modules. * Determine which students are falling behind or struggling on a topi ‘+ Use test results as part of the students grade in the class. + Assign specific audios or Webcasts as pre- work for class sessions. * Use brief audios or Webcasts in lectures as. “guest speakers.” + Encourage students to listen to one or more audiocasts/Webcasts as supplemental learning, + Encourage students to periodically check if there are any relevant HR updates they may want to be aware of. ‘+ inform students of the additional study aids available in the Resource Center. ‘+ Encourage students to complete the evaluation or to submit a quick comment about the product. Figure 2. Learning System Student Materials (concluded) © 2014 SHRM ]) emt cn 20% pn cram vos mntINSTRUCTOR RESOURCE BOOK Learning Modules Students receive six learning modules that correspond to the six areas of the body of knowledge: © Module 1: Business Management and Strategy + Module 2: Workforce Planning and Employment + Module 3: Human Resource Development * Module 4: Compensation and Benefits ‘© Module 5: Employee and Labor Relations © Module 6: Risk Management The leaming modules are distributed to students in print format; however, students also have access to download the learning modules to their e-reader device. ‘The modules are designed with the leaner in mind. Icons interspersed throughout the text provide users with visual cues that highlight key content, cross references to other modules, SPHR-only content, and links to related Web sites. The use of graphics, icons, and color in combination with a larger font size and increased white space make content more readable. Progress checks are located at the end of each section to allow learners to test their comprehension of the content. Each module also contains a bibliography, a glossary, and an index. ‘You should assign reading specific sections of the learning modules as pre-work for cach class meeting. The agendas later in this Instructor Resource Book suggest possible assignments. SPHR Preparation Book This print-based resource accompanies the learning modules and includes additional practice test items written at higher learning levels as well as items focused on content identified as SPHR-only in the HR Certification Institute body of knowledge. Students taking the PHR exam will also benefit from practicing the questions presented in the book. This resource is designed to lessen test anxiety and provide additional test questions for practic © 2014 SHRMINSTRUCTOR RESOURCE BOOK As an instructor, you receive a copy of the SPHR Preparation Book with the instructor's version of the learning modules. You can incorporate test items from the book in your final review session. You should also encourage all students to complete the book as exam preparation for both the PHR and SPHR exams. 6 @ © 2014 SHRM.INSTRUCTOR RESOURCE BOOK Instructor Resources This Learning System also provides instructors with valuable resources to support their teaching. Some are provided in print, while others can be accessed through Partner Resource Central (PRC) at www.PartnerRC.com. Partner Resource Central is a portal that provides instructors one location to access information they need to support their SHRM courses: © Gain access to a variety of instructor resources such as slides, other instructor kit materials, and classroom forms. * Access and review online Learning Center(s).. * Navigate to group reports via the online Learning Center(s). Instructors should familiarize themselves with the portal and the valuable teaching and management tools it offers. The instructor's materials include this Instructor Resource Book, the group reports available through the online Learning Center, the instructor's version of the six self-directed learning modules, a copy of the previously discussed SPHR Preparation Book, PowerPoint® slides, Reinforcement Activities slides, and a comprehensive paper/pencil final exam for the course, Instructor’s Version of Learning Modules ‘Your instructor's materials include instructor versions for each learning module. ‘The instructor’s learning modules are identical to the modules that participants receive—with one key difference. The instructor's modules have slide icons that indicate where the PowerPoint slides occur. This approach allows you to be on the same page as the student and eliminates the need to juggle an instructor’s book and a student module. ‘A sample page from an instructor’s module is shown on the following page. © 2014 SHRM. iINSTRUCTOR RESOURCE BOOK (cca) === Equal ‘Employment Opportunity 2 The Concept of Equal Employment Opportunity Protected Clas ‘The basic premise of federal antidiscrimination legislation over the past four decades is that employers should not make employment decisions on the basis of ‘an applicant’s or employee's race, sex, ethnicity, religion, age, color, military/ veteran status, genetic information, Family and Medical Leave entitlement, or disability status. Rather, employment decisions—including hiring, work assignments, compensation, promotions, and terminations —must be job- and business-related, Specific information on federal antidiscrimination legislation referenced in this, section can be found in Section 2-1 in this module. Within the context of equal employment opportunity (FEO), the term protected class describes people who are covered under a particular federal or state antidiscrimination law. Groups protected by EEO designations and federal antidiscrimination laws include but are not limited to women, Blacks/African- Americans, Hispanies/Latinos, American Indians/Alaska Natives, Asians, Native Hawaiians/other Pacific Islanders, other groups related to national origin, people age 40 or older, the disabled, veterans, and religious groups. On May 23, 2007, the EEOC issued “Enforcement Guidance: Unlawful Disparate ‘eatment of Workers with Caregiving Responsibilities.” Its stated purpo: assist investigators, employees, and employers in assessing whether a particular employment decision affecting a caregiver might unlawfully discriminate on the basis of prohibited characteristics under Title VII of the Civil Rights Act of 1964 or the Americans with Disabilities Act of 1990. Although the federal EEO laws do not prohibit discrimination against caregivers per se, nor does this guidance expand Title VII protections, the EEOC believes that there are circumstances in isto which discrimination against caregivers might constitute unlawful disparate treatment under these laws. This enforcement guidance is the EEOC’s interpretation. It differs from final rules or regulations, which have the binding force and effect of the law. Further information about this enforcement guidance can be found at www.ecoc.govipolicy/docs/earegiving html, Figure 3. Instructor Page from Learning Module © 2014 SHRM Q reer noneINSTRUCTOR RESOURCE BOOK Instructor Reports ‘Through the online Learning Center, you can access various reports that will help you track students’ performance and manage the way in which you allocate your teaching time. When you click the Reports tab, you can choose to review session reports for your particular group or you can view your own performance on online tests if you went through them. To begin accessing group reports, select the session for which you want to view the reports from the dropdown list, You will then be presented with the various report options shown in Figure 4. Tenn eA eee nen Group Reports for: simescemenw-trcsenin Best Test Score Reports Pres | moses | vt Figure 4. Session Reports Menu © 2014 SHRM 9 Q votes paneINSTRUCTOR RESOURCE BOOK ‘The following table describes the available reports and their uses, Report Use Enrollment Information| Report This report lists students envolled in a session. Click a student name to open that student’ individual reports. + Follow up with students who have not activated their accounts. (Their status will show as “invited,” meaning they haven't logged into the online Leaming Center.) + Click on a student e-mail address to send an e-mailto that student. ‘Assessment/Post-Test This report compares assessment and post-test performance for each Comparison student; shows both PHR and SPHR test results on the same report ‘Composite Report: This report shows the composite score for the assessment tost by module Assessment (for both PHR and SPHR). Based on this data, instructors can decide in ‘what areas to spend more or less time Composite Report: Post- Test ‘This report shows the composite score for the post-test by module (for both PHR and SPHR). Based on this data, instructors can decide in what areas to spend more or less time during the optional final review session. ‘Assessment Responsibilities Reports The individual module report shows composite performance on the assessment test by specific responsibilty area (ties directly to the body of knowledge). Instructors can use this data to fine-tune session focus. Best Test Score Reports This report shows the best test scores on the module tests by student (PHR and SPHR). Only the best score from mutiple attempts is shown. Instructors can monitor individual student progress and encourage students to use resources to improve their understanding and retention of module concepts. Each report is accessible by module. Case Study Completion Report PowerPoint Slides promote its use to prepare for the exam. This report shows completion of case study situations by individual students. Instructors can monitor student use of this resource and Figure 5. Instructor Reports 2.) The slides for the SHRM Learning System for PHR/SPHR Certification Gy Preparation, Instructor-Led Version, will make the learning experience more engaging for your students, The slides are numbered with the number of the module followed by the number of the slide. For example, slide 2 in Module 1 is referred to as 1-2. ‘The PowerPoint slides should be downloaded from the Instructor Resources button found on PRC (www.PartnerRC.com). 10 ® © 2014 SHRM.© 2014 SHRM. INSTRUCTOR RESOURCE BOOK ‘There are two types of slides found in the slide deck: + Content slides, which allow you to review key points from the modules + Question slides, which present multiple-choice questions to the class for consideration the question slides build, which allows you to read the question, lead class discussion, and then advance to reveal the answer and feedback. These slides provide test-taking practice and make the class more interactive, The questions may be modified to meet your needs. If you have additional slides or questions of your own, you may modify the slide presentation. Practice using the question slides prior to your first class session. Be aware that you do not need to use every slide that is provided. Based on the time you have and the needs of the class, some slides may not be necessary or can be covered quickly. ‘There are six slide files—one file per module, Download the slide files from PRC onto the hard drive of the computer you will be using for your class or onto a thumb drive, or burn them onto a CD. We suggest making an “SHRM slides” folder wherever you choose to save the slides and then copying the six PowerPoint files into the folder. The files are labeled as follows: © Module 1.pptx © Module 2.pptx. © Module 3.ppix © Module 4.pptx. © Module S.pptx © Module 6.pptx ‘You must have a copy of PowerPoint on the computer you will be using in class in order to show the slides. In addition, you will need a projection system or a high-intensity overhead with an LCD panel, Your IT department or computer lab can assist with system setup. @Q veneer "INSTRUCTOR RESOURCE BOOK ‘The text on the slides can be modified. Some of the graphics cannot be modified; however, they can be deleted, Should a slide change be necessary throughout the year, the updated slide(s) will be posted on PRC for your quick reference. Reinforcement Activi The Reinforcement Activities are optional slide-based exercises that provide another way to instruct the content and may be useful to break up lectures and re- engage groups of leamers. Both the activity and the feedback are presented through slides. There are two activities for each module, ies Using the Reinforcement Activities is optional. It is your decision whether they will work for you and your class. Learners will still be covering required content if the instructor chooses not to use the activities. ‘The Reinforcement Activities slides should be downloaded from the Instructor Resources area of PRC. They are available by module—e g., Module 1 Reinforcement Activities. The activities and suggested answers are included in Appendix A of this Instructor Resource Book, Final Exam The paper/pencil final exam contains multiple-choice questions related to the major topics in the six modules. We recommend it be distributed during the last class session, Ifyou schedule an additional session for review, the test can be given then, ‘The test contains 75 questions relevant to both the PHR and SPHR audiences. It also contains 15 additional questions that are noted as SPHR-only. These items cover SPHR content as indicated on the HR Certification Institute body of knowledge. The correct number of papet/pencil tests is included with the shipment of student kits. These questions are unique, They appear only in the paper-and-pencil format and are not part of the Learning System software. 12 © 2014 SHRM. ] Pita on 208 pce eae ee aINSTRUCTOR RESOURCE BOOK Appendix B of this Instructor Resource Book contains your answer key for the final exam. The correct answers are marked with an asterisk, and rationales are given for the correct answers. ‘The rationales may help you fo explain the correct, answers to your class. The body of knowledge responsibility item addressed by the question is also identified, as is a reference to the content’s location in the learning module. ‘This answer key is for your use and should NOT be copied and cireulated to class members. The test is to be used only as a part of authorized SHRM Learning System for PHR/SPHR Certification Preparation classes. © 2014 SHRM 8 ® Pree n 20% potnconmenar wana ed gerINSTRUCTOR RESOURCE BOOK Conducting a Session Session Design This course is designed to be flexible, You can customize the sessions and use SHRM Learning System for PHR/SPHR Certification Preparation resources to match your individual teaching style and areas of expertise and your students” learning styles and needs. An individual session has three components, as shown in Figure 6. Introduce session. Distribute syllabus. |Answer questions. Lecture Slides Questions Reinforcement Activities Guest speakers [Online Learning Center resources ‘Summarize session. Preview next session/assign work. For final session: + Overview next stops. + Remind studonts fo complote -Diret student et preparation + Collet evaluations (options. Figure 6. Session Components Note: Templates for forms, such as the syllabus and evalu: Instructor Resources on PRC. ns, are available in Ga ‘Asan HR practitioner and instructor, you are in the best position to evaluate WD how to teach your class. You know the strengths and weaknesses of the class and their objectives for taking the course. Adjust your delivery as you feel is appropriate. For example, during the lecture you may: + Review the key points from the assigned reading. + Expand on concepts that have been difficult for past students. ‘+ Add relevant examples from your experience. ‘+ Add test questions or activities. 14 ® © 2014 SHRMINSTRUCTOR RESOURCE BOOK Course Schedules ‘The course can be taught in 12 three-hour sessions. Some modules are taught in a single session; others are spread out over two or three sessions. The size of your class and their experience level will affect how much content you can cover in. each class session, For example, some of the larger modules, like Workforce Planning and Employment, Compensation and Benefits, or Employee and Labor Relations, will require more than one session, On the other hand, some of the other modules may take slightly less time. As an instructor, you may adjust the timing in whatever way works for you. ‘There are some actions you can take to make the best use of your classroom time. ‘Stress that itis critical that participants prepare for the class sessions by reading the modules, completing the progress check questions, and taking the online tests. * Use the results of the assessment to help determine which modules might require the most study and discussion, This will help you focus your efforts, * Consider adding a 13th session for the final exam and review. Many instructors find that the additional session is an effective way to review key concepts and that it makes students feel more prepared going into the certification exam. ‘The order in which the modules are taught can flex as you see fit. A suggested number of sessions for each module is included below. Again, feel free to modify your agenda in whatever way meets the needs of your students. For example, if your class is made up of only PHR students or only SPHR students, your decision on what to teach may shift, © 2014 SHRM. ® ‘Pindar 30% posteraurar wat cron paar 7INSTRUCTOR RESOURCE BOOK Session Content 1 Course introduction Business Management and Strategy, Sections 1-1 through 14 2 | Business Management and Strategy, Sections 1-5 through 1-8 3 Workforce Planning and Employment, Sections 2-1 through 2-6 4 | Workforce Planning and Employment, Sections 2-7 through 2-12 5 __| Human Resource Development, Sections 3-1 through 3-5 6 | Human Resource Development, Sections 3-6 through 3-8 Compensation and Benefits, Sections 4-1 through 4-4 7 __ | Compensation and Benefits, Sections 4-5 through 4-7 8 | Compensation and Benefits, Sections 4-8 through 4-11 9 __| Employee and Labor Relations, Sections 5-1 through 5-4 10 | Employee and Labor Relations, Sections 5-5 through 11 | Employee and Labor Relations, Sections 5-9 through 5-10 12 | Risk Management Final Exam Three-day course Instructors also have the option of conducting a three-day course. The three-day agenda assumes that students have received their Learning System materials prior to the course and have read the self-study modules. Estimates are given below for the time needed to review cach section of the modules. 16 ® © 2014 SHRM.INSTRUCTOR RESOURCE BOOK Day 1: 8:00-5:00 Introductions and housekeeping... snsne 48 minutes Business Management and Strategy module sections. 41-4: The Strategic Role of Human Resources in Organizations .. 40 minutes: 1-2: HR Business Management Skils.. “30 minutes, 1-3: The Strategic Planning Process... 40 minutes 1-4: Assessing the Internal Environment. "30 minutes Break. 15 minutes 36 minutes 7.35 minutes 4-5: Scanning the External Environment 41-6: Measuring Strategic Outcomes. 41-7: Ethical Issues Affecting Organizations 1-8: HR and the Legislative and Regulatory Environment . Lunch.. Workforce Planning and Employment module sections 24: Key Legislation Affecting Employee Rights. 2-2: Key Legislation Affecting Privacy and Consumer Protection 2-3: Equal Employment Opportunity/Affirmative Action 2-4: Gender Discrimination and Harassment in the Workplace. Break : i inner 2-5: Organizational Stating Requirements snnnnnnnnnnnnaeees 3S MINULES 2-6: Job Analysis and Documentation... . 35 minutes 2.7: Recruitment... 30 minutes 2.8: Flexible Staffing 15 minutes .35 minutes svn’ Minutes -40 minutes 0 minutes 16 minutes Day 2: 8:00-5:00 Workforce Planning and Employment module sections (continued) 2-9: Selection. 30 minutes 2-40: Retention 15 minutes, 2-11: Organizational Exit 15 minutes. 2-12; Employee Records Management. 45 minutes, Human Resource Development module sections 3-1: Human Resource Development and the Organization 15 minutes 3-2: Key Legislation 10 minutes 3-8: Organizational Development Initiatives.. 45 minutes Break. 18 minutes 30 minutes 1-30 minutes 20 minutes 10 minutes 3-4: Adult Learning and Motivation... 3-5: Training and Development 3-6: Talent Management 3-7: Developing Leaders 3-8: Performance Management... Sinead ieee 25 minutes Lunch: . . ..45 minutes © 2014 SHRM 7 ® Pied on 37 posters was ered eerINSTRUCTOR RESOURCE BOOK Day 2, continued Compensation and Benefits module sections 4-1: Key Compensation Legislation 95 minutes 4-2: Compensation and Benefits and the Straten Focus ofthe Organization non 19 minutes 43: Compensation Structure... 25 minutes 4-4: Compensation Systems... 25 minutes 4-5; Introduction to Benefit Programs and Key Benefits Legislation . 20 minutes Break. 4-6: Government-Mandated Benefits 7 25 minutes 4-7: Deferred Compensation Plans... -30 minutes 4-8: Health-Care Benefits... 20 minutes 4-8: Other Nonstatutory Benefits. nee 25 minutes 4-10: Compensation and Benefit Programs for international Employees 10 minutes 4-11: Evaluating the Compensation and Benefits System and 15 minutes ‘Communicating It to Employees 10 minutes Day 3: 8:00-5:00 Employee and Labor Relations module sections 51: Laws Affecting Employee and Labor Relations 30 minutes 5-2: Employee Relations and Organizational Culture : 2 seven 20 Minutes 5-3: Employee Involvement Strategies... 20 minutes 416 minutes 45 minutes 30 minutes 5-4: Measuring Employee Attitudes. 5-5: Policies, Procedures, and Work Rules.. 5-6: Discipline and Complaint Resolution... Break: 15 minutes 5-7: Labor Relations Legislation and Union ornenig .35 minutes 5-8: Unfair Labor Practices ....rnnnn 7 ..30 minutes 5-9: Collective Bargaining. See fonnennnnnnne 38 minutes 5-10: Strikes, Picketing, and Secondary BOyCOItS..n..0.nmn . -30 minutes Lunch, 45 minutes Risk Management module sections 6-1: Organizational Risk .30 minutes 6-2: Key Legislation . 30 minutes 6-3: Safety . “25 minutes 6-4: Health... :20 minutes Break.. 15 minutes 65: Secutiy.... 20 minutes 6-6: Privacy. 20 minutes Final Exam 60 minutes 18 © 2014 SHRM Q etn teemINSTRUCTOR RESOURCE BOOK Course Preparation © 2014 SHRM. Complete the following tasks before teaching the first session of this course. + Check your course materials to make sure you have the items listed below. For yourself: Instructor Resource Book (this book) © Asset of current instructor’s versions of the six learning modules and a copy of the SPHR Preparation Book for your use © The downloaded PowerPoint course slides «The downloaded Reinforcement Activities slides (optional) For your students: ° Acomplete SHRM Learning System for PHR/SPHR Certification Preparation for cach student * A final exam for cach student enrolled in the course © Arrange for the equipment necessary to show the slides. * Ifyou choose to do so, enter the appropriate information in the Course Syllabus and make one copy for each student, (The sample Course Syllabus is located online under Instructor Resources.) ‘« Read/review the instructor’s version of the six learning modules. In preparation for teaching the course, you will want to review the module, referring to the slides where indicated by the icons. You may also wish to write lecture notes and pertinent examples in the left-hand column of the module and highlight module text, If you prefer, you can print copies of the slides and write in your notes or comments. + Make arrangements for any guest speakers you wish to include. Brief the speakers in advance on the topi how long you want them to speak. you want them to discuss and tell them * Make arrangements for any videos or films you wish to include and the necessary equipment. @ Pew os tenant .INSTRUCTOR RESOURCE BOOK © Familiarize yourself with all of the online components of the SHRM Learning System for PHR/SPHR Certification Preparation by logging on to the online Learning Center, * Periodically check the online Resource Center for any content updat Course Feedback @ 20 ‘The SHRM Learning System for PHR/SPHR Certification Preparation is continually updated and enhanced based on feedback from customers, including instructors, purchasers, and staff. Every effort is made to ensure the accuracy of the Learning System. However, in the event that you find a suspected error in the Learning System, please let us know, Send your comments on any product issues to Elizabeth ‘Moore, Product Manager, at elizabethm@holmescorp.com. Continuous improvement is very important to us. Encourage your students to provide us feedback via one or both feedback mechanisms located in the online Resource Center. = Quick Comment. The Quick Comment page allows users to suggest improvements to the Learning System. These suggestions are batched and held for the annual Learning System update. These comments are anonymous (unless the writer includes a name). Therefore, these comments cannot be answered. Users should not pose questions that require a response through the Quick Comment tool. + Evaluation, Users also have the option of evaluating their Learning System experience. These comments are also useful during the yearly Learning System update. © 2014 SHRM ® rrw: e020 cana vote neonINSTRUCTOR RESOURCE BOOK Appendix A: Reinforcement Activities Module | Reinforcement Acti’ Module 1, ork + Relfoxcemant Aly Instruotions: Begin by asking students the Activity 1, SWOT Aral difference between “strengths and Slide 1 weaknesses” and “opportunities and threats.” Suggested answer: “Strengths and weaknesses” are internal to the a organization (assets that already exist aan within the organization), while = === | “opportunities and threats” are extemal to the organization, Review the content under the four categories and pose the question of the impact of the SWOT analysis on Craftmania’s HR function, Module 1, ‘Gan Ra, Instructions: Note any ideas that the Activity 1, ‘SWOT Analysis students have not mentioned, Slide 2 see Module 1, edule 1 Rolroconont Avy Instructions: Activity 2, Stslogs Onertaton * Read the four choices of strategi Slide 3 \itsh benef atmiay cnt mete © Review Outdoor Sports. poring? © Ask learners to choose the most likely conkasereip Tami strategy Outdoor Sports has Open erlncs ruta developed. © 2014 SHRM 2 Q wre ptcmen toeINSTRUCTOR RESOURCE BOOK Module 1, Ea Roe, Explain: Outdoor Sports is using a focus Activity 2, Sate Orton strategy: It uses a unique in-store Slide 4 ine tanya marketing campaign of clinics and bteorpeton hands-on demonstrations to appeal to a ae. certain group of customers—the serious focus outdoorsperson who is willing to pay emtesoreears more for specialized, high-quality osentone cases fame equipment and special attention and eS mm | resources. ‘Ask about the implications of this strategy for Outdoor Sports’ HR function. Suggested answer: HR will have to focus on finding and/or developing the right type of associates—employees who are experts and understand products and how they are used. Module 1, Module 1 Reinforcement Activity Instructions: Activity 2, ‘Strategic Orientation Read the four choices of strategies. Slide 5 rune etavonny ian + Review Trident Tools. punceg somone oat ‘© Ask learners to choose the most likely conhetanp (ered strategy Trident Tools has developed. ee Module 1, ey anys Explain: Trident Tools is utilizing a cost Activity 2, ‘Strategic Orientation leadership strategy. By offshoring its Slide 6 uncwpectantany Teattooemise | production and negotiating favorable foo strand eae deals with suppliers, it can reduce its wer ie =p costs and be a low-cost provider. Srctnctne eouemsnetae Ask about HR implications. Human cna —— Suggested answer: HR can support more = efficient operations through training and performance management. It can also participate in vetting suppliers and ensuring good governance. 2 © 2014 SHRM. ® ‘Piet on 9% sea onanums wast ey paperINSTRUCTOR RESOURCE BOOK Module 1, wohis a pneseencte Instructions: Activity 2, Strategie Crenttion © Read the four choices of strategies. Slide 7 See ee * Review Thisnthat.com. rn rina tiwgreae | Ask leamers to choose the most likely coumaeip —_pactegrenon strategy this e-tailer has developed. innereta Gancasbasey a Sous ‘cub poral, Module 1, ious pemieay Explain: Thisnthat.com is using an Activity 2, ‘Strategic Orientation operational excellence competitive Slide 8 ‘yk ype ofsreiegy THsathateom sane strategy, focusing on performing its core ee eee ree | business activities as efficiently as costeateanp «stroman possible and in that way controlling its Focus Freres wa costs. Frasiapaiehraabaial srr ‘Ask about the implications of this omen ae strategy for the HR function, — —— Suggested answer: HR can support development of process-oriented and quality training and performance ‘management and rewards systems that ‘promote results and invite good ideas. Module 1, ‘Module 1 Reinforcement Activity Instructions: Activity 2, Stateg Oetaton # Read the four choices of strategies. Slide 9 ienpect ane * Review Financial Search. neni? # Ask leamers to choose the most likely caatescetio strategy this organization has on developed. Module 1, Dolo 1 Faria eTay Explain: Financial Search is using a Activity 2, Seale Onentatn human capital advantage strategy. By Slide 10 Wecupectatatogy rman orton hiring HR-experienced professionals, pew their recruiters are able to talk Gacy intelligently with HR decision makers. Fees This provides an advantage that is harder =a for other recruiting firms to replicate. = cements, © 2014 SHRM 2 Drove pcan one eteINSTRUCTOR RESOURCE BOOK Module 2 Reinforcement Activi Module 2, Nica ?Rehtcarantsaivty | ‘Instructions: Read through the case with Activity 1, ‘After Acquired Evidence the students, Slide 1 symone woe Module 2, Module 2 Reinforcement Activity Instructions: Conduct discussion, Activity 1, ‘Boe owgieed Evidenos: Gi) pressing for reasons, and then advance to Slide 2 ‘oes the employee's acon cancel out he feedback companys destmintsy acon? Module 2, Nodul 2 Refrconent Avy Instructions: Compare feedback with Activity 1, Anacegured Evidence: C1 Feedback group responses and advance to the next Slide 3 Deca epee seclencaretoawe | question Module 2, oslo 2 Ronvrconont vty Instructions: Conduet discussion, Activity 1, ‘Aer Acquired Evidence: Q2 pressing for reasons, and then advance to Slide 4 Does tne employee's action set ne feedback, remedy valle ho myee? 24 © 2014 SHRM Q to ater eoINSTRUCTOR RESOURCE BOOK Module 2, ante Instructions: Compare group responses to Activity 1, ‘har hcnares Enea: 2 suggested feedback. slides Senne otmompeyes Ete Module 2, Instructions: Read the question, gather Activity 2, student reactions, and advance to Slide 6 feedback. Module 2, eau Explain: There are types of discharges Activity 2, inoriowng that render an employee ineligible for Slide 7 USERRA protection. Read the next question, gather reactions, Saeoeer and advance to feedback. Module 2, Modul 2 Rlnrcerent ety Explain: An employer is not allowed to Activity 2, intensening ask about arrests, other than pending Slide 8 amemameemcmmommst | charges, and may consider only those ay pending charges that are job-related. An See ’ employer can ask about convictions. Fe ac However, employers must follow local Jaws that prohibit such questions. Read the next question, gather reactions, = === J and advance to feedback. © 2014 SHRM 25 ® ‘nine 30% ponconmser wot oe pope.INSTRUCTOR RESOURCE BOOK Module 2, ukiea eae aay Explain: This is a legitimate question that ‘Activity 2, ineraening ‘may affect organizational hiring policies Slide 9 amma | or affect assignment if the applicant is Seco hired, eprom . Read the next question, gather reactions, wee eae and advance to feedback. Module 2, Explain: Yes, because hiring those Activity 2, without legal right to work in this country Slide 10 will put the organization in violation of ‘federal and local laws. Read the next question, gather reactions, ¢ and advance to feedback. Module 2, Module 2 RanbxconentActuty Explain: No question related to marital Activity 2, Interviewing status should be asked. Slide 11 7" Read the next question, gather reactions, e and advance to feedback. Module 2, Gast pustcensetiate: Explain: No question related to age Activity 2, tering should be asked. Side |_| SEES 26 © 2014 SHRM. Q rem ens pcre ee nsModule 3 Reinforcement Activities INSTRUCTOR RESOURCE BOOK Instructions: Explain that the statements in the table characterize the theories of leadership listed at the top of the slide. ‘Ask the students to link the statement with the correct theory, writing their choices in order on a piece of paper. Read through the statements and allow students time to make their choices. Then advance to the feedback slide. Instructions: Discuss any differences in student responses, providing clarification about this content as needed. Instructions: Ask the students to distinguish between extrinsic and intrinsic rewards. Suggested answer: Extrinsic rewards are work-related rewards that have value measurable in monetary terms, while intrinsic rewards are nonmonetary and are associated with the job itself. ‘Ask the students to list examples of each type of reward. Advance to the next sli additional examples, f students need Module 3, Mace 3 Reinoromont Acty Activity 1, easras Theses Slide L Bo ee Rama Module 3, Mode 3 Reena Act Activity 1, eases Teonee Slide 2 ate eters Module 3, Modula 3 Reinforcement Activity Activity 2, xine and ie Renard Slide 3 cre ec Module 3, Module 3 Reinforcement Acivty Activity 2, tesa ins wore. Slide 4 we ees © 2014 SHRM 27 Q enn rennetINSTRUCTOR RESOURCE BOOK Module 4 Reinforcement Activities Module 4, ‘oul Rove Ay Instructions: Read the case and solicit Activity 1, Equal Pay Cases, student opinions. Press for the reasons Slide 1 case tte tre tec peer behind their answers, Speer on Advance to the next slide for feedback. Some cael hoya Module 4, Modula 4 Reorcament Acviy Explain: Jobs must be substantially equal Activity 1, Equal Pay Cases, but need not be identical. Therefore, Slide 2 Cae lara minor differences in job duties (such as arsaraenanomiasage teaching similar but not identical ae courses) do not make a job unequal. The professor 8 job requires the same skill, effort, responsibility, and working conditions as the jobs of her male - | colleagues. The employer wold have the burden of proof that her salary is less due to non-gender-related reasons. The employer would need to use other criteria, such as the number of publications and the quality of the Journals in which they appear or the ‘amount of grant money the professor has won compared to other faculty. History ‘must support the consistent application of these criteria, however. Module 4, Ttasa rao ay Instructions: Read the case and solicit Activity 1, ul Pay Cason student opinions. Press for the reasons Slide3 ce: Aral sare angie mora behind their answers. Seen cetera aya Advance to the next slide for feedback. 28 © 2014 SHRM BD rries onan ett yt eeModule 4, Activity 1, Slide 4 Module 4, Activity 1, Slides Module 4 Reinforcement Actty Equal Pay Cases nts no woe rior acai of lr or prance, he ere ‘Sein sog es Mod Reinforcement Acty Equal Pay Cases, fod'mareonafonais baronet Sil Une at act Module 4 Reinforcement Ay Equal Pay Cobos, INSTRUCTOR RESOURCE BOOK Explain: Since she is doing equal work, this employee should receive the same hourly salary as her full-time male counterpart, prorated to reflect her part- time status. The employer would have the burden of proof that her salary is less due 0 non-gender-related reasons. Instructions: Read the case and solicit student opinions. ‘Advance to the next slide for feedback. Explain: This would be legal if The male bartender has more seniority + The male bartender works a different shift + The male bartender has more previous work experience. + There is a bona fide merit system in place that is administered uniformly and systematically. + There is a system in place at the restaurant that measures earnings by the quantity or quality of production (for example, the amount of drinks served or the manner in which they are served) + There is another legitimate nondiscriminatory reason for the disparity other than the gender of the workers. © 2014 SHRM. Q ronnie 29INSTRUCTOR RESOURCE BOOK Instructions: Ask the students to complete the calculations required to create the unweighted and weighted average salaries. Advance to the next slide for feedback. Explain: The unweighted average salary is calculated by adding the three salaries and dividing the sum by 3, the number of grades. The weighted average is calculated by multiplying each salary by the number of staff at that grade, adding the numbers to arrive at a total salary number ($310,000), and then dividing that sum by the total number of staff (10). Instructions: Read the question and allow students a moment to calculate the answer. Advance to the next slide for feedback. Explain: The compa-ratio is determined by dividing the pay rate of an employee (88) by the midpoint of the pay range ($10): 8/10 = .8 or 80%, Module 4, Moaie 4 Rerrcoment Actly Activity 2, ‘Compensation Computation nar am Module 4, Modis 4 Reinforcement Acviy Activity 2, Compensation Computation Slide 8 | Pra SIS. mae e.. Hae, Ee aise Modute 4, Moa Renamer Avy Activity 2, ‘Compensation Computation Slide 9 Given pay range wih a minimum of Seoeloorterrst Module 4, Moa «Retconen vy Activity 2, “Compensation Computation Slide 10 ten payne ih grhims Seer wete 30 © 2014SHRM. QD vviesons strona user pp,Module 4 Reinforcement Acti (Companeation Computation INSTRUCTOR RESOURCE BOOK The compa-ratio is then J, or 100%. Module 4, Todo « RegorcomentActvy Explain: The compa-ratio will increase to Activity 2, Compensation Comision 1 (810/810). This can also be expressed Slide 12 Wines the compari he emeoyess as a percentage, 100%. Seyuinenehesaneer so810= 10,0r100% Module 4, Tose & Reorcament Acty Instructions: Ask the students to identify Activity 2, ‘Crpensaton Computation the mode and median of the salaries Slide 13 sr kh ss listed in the table. Shoo tao fae Advance to the next slide for feedback. Wwaitemodot Wt tracan Boe Raees Saye Module4, [—\eausenamoomonanay | Feedback: The mode is the most Activity 2, omponsaton computation frequently occurring wage, in this case, Slide 14 Wont mie J $30,000. The median is the middle | (wae Se number in the range. In this case, there is so ee am ee | an even number of salaries. After the oem mm hssee salaries are listed in order, the median is od B= | determined by adding the two middle kx | numbers and dividing by 2: $35,000 + ma = $40,000 +2 = $37,500. © 2014 SHRM ot ® med on 9% poet conmirer won cad emINSTRUCTOR RESOURCE BOOK Module 5 Reinforcement Activities Module 5, Module 5 Reinforcement Activity Activity 1, Litigation Process Slide 1 sate nme ett sent Module 5, (Module § Reinforcement Actity Activity 1, Livan Proceca Slide 2 Eppa replete menaced Module 5, Module 5 Reinforcement Activity ‘Activity 1, ‘gaten Prove Slide 3 Instructions: Read through the case for the students and then advance to the next slide Instructions: Read through the options and then ask students to comment on the possible issues that must be considered with each option Advance to the next slide, Instructions: Note any differences in the suggested answers on the slide from the students’ discussion. Explain that most organizations will opt for seeking immediate legal advice, since this creates attorney-client privilege and attorney work product. Most information shared with the attorney remains confidential (unless it reveals the commission of an illegal act). Work done at the direction of the attomey, such as interviews and research, is not discoverable. 32 © 2014 SHRM. BD revesons0% pcos sat copModule 5, Activity 1, Slide 4 Module 5, Activity 1, Slide 5 Module 5, Activity 1, Slide 6 Module § Renforcoment Activity Litigation Process Module & ReinforcamontAcity Litigation Procass Modula § Reinforcement Acbiy Liigaton recess Eau ERIE MOREERR INSTRUCTOR RESOURCE BOOK Instructions: Ask the group what a litigation hold request is Suggested answer: When a complaint has been filed (or the employer can reasonably expect that a complaint will be filed), an employer must ensure that no discoverable, relevant information is destroyed purposefully or accidentally or as the result of routine, scheduled document destruction, Failure to preserve relevant information makes the employer liable to various financial penalties, including fines and the complainant s legal fees. ‘Advance through the list of items and ask if each item would be subject to a litigation hold. Instructions: Note that it is a good practice to archive handbooks as they are revised and to ensure that copies are clearly dated. This information may relate to employee complaints about unfair discharges or discriminatory treatment, Note that implementing a litigation hold will require some technical expertise—in this case, to identify and archive voice messages from voice messaging systems. IT support or vendors may be able to help. © 2014 SHRM. 33 @Q winvesntnarrt tieINSTRUCTOR RESOURCE BOOK Note that employees should be aware that if they use personal e-mail accounts to conduct business, their e-mail and maybe even home computers may be subject to a litigation hold. Note that handwritten documents are also subject to discovery, as are drawings, videos (including work-related videos shot with a personal smart phone), and even stick-on notes. Advance to the next slide. Continue to emphasize that even outdated Web pages may be considered relevant and must be secured under a litigation hold, Explain that the organization’s attorney can provide clear instructions about HR's responsibility and the types of records that must be secured, Instructions: Refocus the group on the previous scenario and review the next stage in this complaint: conducting interviews, Conduct a brief discussion about the qualities an effective interviewer possesses. Advance to the next slide, where some qualities are listed. Module 5, (Module 5 Reinforcement Activity Activity 1, Lisgston Process Slide 7 Module 5, (Module 5 Reinforcement Activity Activity 1, Litigation Process Slide 8 Module 5, Activity 1, Slide 9 Module 5, (Module 5 Reinforcement Activity Activity 1, Liigation Process Slide 10 ‘The organization's attorney has cleared the HF manager torte winesso fo ho ‘ou up betooon te iganr and the fmpioyeo who as fade compat What quate shoul th person oF parsons Charon otis tk pone? 34 Brenton 2 porous act © 2014 SHRM.Module 5, Activity 1, Slide 11 Module 5, Activity 2, Slide 12 Module 5, Activity 2, Slide 13 Modul § Reinforcement Activity Litgation Process + cect cee sini ie + yan cya Module § RenforcamentAcity Collective Begsning Agreomonts Modul § Reinforcement Aatviy Collocive BargazingAgroorsents eT INSTRUCTOR RESOURCE BOOK Instructions: Emphasize that interviewers can come from within or outside the organization. There are benefits to an interviewer understanding workplace conditions and issues. In some situations, however, an outside person may be the only one employees trust to be impartial Whether internal or external to the organization, the interviewer should be impartial and objective and must have excellent listening and questioning skills Ina complaint situation, it is especially important that the interviewer can take full, clear notes of what is being heard and seen in the interview. Instructions: Tell students to jot down quickly on a piece of paper whether each of the topics on the slide is considered a mandatory, permissible, or illegal topic. ‘Advanee to the next slide to show feedback. Instructions: Review correct answers and respond to any questions, © 2014 SHRM, @Q remo rcn 35 eran apnINSTRUCTOR RESOURCE BOOK Module 6 Reinforcement Activities Module 6, ti dies Instructions: Introduce the risk matrix on ‘Activity I, Risk Management the slide by explaining that the matrix Slide 1 helps HR professionals visualize an 4 assessment of a particular risk. 4 ‘The assessment must consider (1) how 1 probable itis that the event will occur oe and (2) the severity of the impact if the event should occur. Ask the students how they would assess the risk of violence in the workplace committed by an employee or customer. Their assessments will vary depending on the characteristics of the students’ own workplaces. In general, workplace violence occurs rarely but has a very high magnitude of impact. For contrast, ask students to assess the risk posed by an employee coming to work late once. In general, this is a more frequently occurring risk, but its impact in most workplaces is low. (However, the impact of repeated tardiness could be much higher because it will affect other employees and productivity.) Explain that the concept of the risk matrix can be helpful when HR professionals are trying to decide strategies to manage certain risks, such as those on the following slides. Module 6, Activity 1, Slide 2 oh te oy 7 2 Beers cater wpyers 4. Crete tock cms because ssn 38 © 2014 SHR Q) rinse prone wet mosesINSTRUCTOR RESOURCE BOOK Module 6, Mode © Ravfowonent Achy Instructions: Get ideas for risk ‘Activity 1, isk Manepemert ‘management strategies aimed at this risk. Slide 3 ——sammmams | Advance to the next slide to show suggested feedback Module 6, Midi Scheer act Instructions: Review ideas different from Activity 1, Risk Management what students may have proposed. Slide 4 oo en Advance to the next risk, Module 6, Instructions: Get ideas for risk Activity 1, management strategies aimed at this risk. Slide 5 Advance to the next slide to show suggested feedback. Module 6, eae, Instruetions: Review ideas different from Activity 1, Rak aragernt what students may have proposed. slides Advance to the next risk. © 2014 SHRM 37INSTRUCTOR RESOURCE BOOK Module 6, Instructions: Get ideas for risk Activity 1, ‘management strategies aimed at this risk. Slide7 Advance to the next slide to show suggested feedback. Module 6, eaten eee ey, Instructions: Review ideas different from ‘Activity 1, isc Managernt what students may have proposed, Slide 8 SS Advance to the next risk. Module 6, | yaoaie enertoconen acoay | ‘Instructions: Get ideas for risk Activity 1, Fisk Managerat ‘management strategies aimed at this risk. Slide 9 ee Advance to the next slide to show vt suggested feedback. Module 6, Gone ereeee a, Instructions: Review ideas different from Activity 1, sk Marogoert what students may have proposed. Slide 10 38 - © 2014 SHRM QD rem on 2 pertaroee we ecoModule 6, Activity 2, Slide 11 Module 6, Activity 2, Slide 12 Module 6, Activity 2, Slide 13 Module 6, Activity 2, Slide 14 Modua 6 Reinforcement Acti ‘OSHA iepocton Pris Module 6 Reinforcement Ac ‘OSHA Inspacton Pits Modula 6 Reinforcement Ativy ‘OSHA Inspection Protos INSTRUCTOR RESOURCE BOOK Instructions: Review the concept of OSHA inspection priorities. Advance to the next slide. Instructions: Ask the students to assign a priority to this case. Suggested feedback: First priority— imminent danger. There is reasonable certainty that a danger exists that could cause death or serious harm. Instructions: Ask the students to assign @ priority to this case. Suggested feedback: Second priority— catastrophes and fatal accidents. A ‘fatality is automatically a second priority. Instructions: Ask the students to assign a priority to this case. Suggested feedback: Sixth priority— high-hazard industries. High-hazard industries, as characterized by higher levels of injuries and illnesses, are a sixth priority, © 2014 SHRM. 39INSTRUCTOR RESOURCE BOOK Instructions: Ask the students to assign a Module 6, iil Tidimeen tar Activity 2, ‘OSHA Inspocton Protos priority to this case. Slide 15 Seas) Som a Sime Suggested feedback: Third priority- = employee complaints, Alleged violations = reported by employees are a third = eae, priority. 40 © 2014 SHRM. Q mss tneINSTRUCTOR RESOURCE BOOK Appendix B: Final Exam Answer Key and circulated to class members. The Final Exam is to be used only as a part of authorized SHRM Learning System for PHR/SPHR Certification Preparation classes. @ Reminder: This answer key is for your use and should NOT be copied 1, Which of the following situations violates the BRISA standards for pension funds? (.) A. Employees are required to have a minimum of 15 months of service before they can participate in their employer’s defined benefit plan. * (Module 4, p. 4-135, BOK 04-01) ()_B. Employees are allowed to transfer their accrued pension funds to another employer's plan. () C. Anemployer’s plan excludes employees under age 21, regardless of how long, they have worked for the organization, () D. Employees become fully vested after five years of service. The correct answer is A. Employees must be allowed to participate if they have at least one year of service and are at least 21 years old, 2, To improve employee relations, an organization decides to establish an alternative dispute resolution process. Which step would NOT be included in establishing a peer review program? () A. Decide if an HR professional will head the team. ( ) B. Determine what training will need to occur. (JC. Decide how to document changes in affected policies. * (Module 5, p. 5-140, BOK 05-08) () D. Determine which employee will be on the team. The correct answer is C. Although a peer review team may recommend changes to policies, it cannot make the changes. 3. Which type of organizational structure creates a dual chain of command? () A. Line and staff () B. Functional () C. Divisional () D.. Matrix * (Module 1, p. 1-126, BOK 01-01) ‘The correct answer is D. Matrix organizations have a dual chain of command, where an employee reports to two managers, with neither manager assuming a superior role, © 2014 SHRM. 4INSTRUCTOR RESOURCE BOOK 4, A candidate accepts an oral offer of employment. The offer letter confirms the annual salary amount that was agreed to during negotiations. The employer terminates the employee seven months into the job because the employee is not a good fit. What would happen if there was no “at will” statement in the offer letter? () A. The employee cannot be terminated. * (Module 2, p. 2-237, BOK 02-12) ( ) B. The employee may be terminated. () C. The employee would be eligible for a severance package, () D. The employee would be eligible to be rehired for another more suitable position. The correct answer is A. The employee cannot be terminated due to the implied duration of employment. Omission of an “at will” statement in the offer letter combined with the annual salary quoted in the letter imply that the employment was guaranteed for a year. 5, The BEST way to evaluate an emergency response plan is to () A. have the plan reviewed by FEMA. () B. compare the plan to the previous plan. () C. conduct a crisis drill. * (Module 6, p. 6-113, BOK 06-08) (.) D. ask for insurance company input. The correct answer is C. A simulated crisis in which the plan is tested will alert the company to changes that need to be made and is the best way to see how the plan performs, 6. Environmental scanning should be used to (.) A. identify appropriate group performance incentive strategies. () B. evaluate internal and extemal conditions affecting job satisfaction and union membership. () C. identify tocal, national, and global competitive pressures that could influence the organization’s strategy. * (Module 1, p. 1-136, BOK 01-02) () D. obtain an overall view of the advantages and disadvantages of developing workforce training internally. The correct answer is C. Environmental scanning is a process that systematically surveys, identifies, and interprets relevant events and conditions, Its focus is external and strategic. 7. Employers may monitor employee e-mails () A. while they are in transmission, () BL while they are in storage. * (Module 6, p. 6-134, BOK 06-09) ( ) C._ if they are sent outside the company. () D. ifthey are sent intemally. The correct answer is B. According to the Electronic Communications Privacy Act, interception of e-mails is prohibited. Employers should monitor e-mails when transmission is complete and they are in storage. 42 ® © 2014 SHRM.INSTRUCTOR RESOURCE BOOK 8. An HR professional would develop a business case to () A. secure budget and resources for a proposed project. * (Module 1, p. 1-33, BOK 01-07) (.) B. report on the success of an HR strategic initiative. () C. train the organization’s managers and supervisors in applying ethical guidelines to workplace situations, () D._ help senior management choose a competitive strategy. ‘The correct answer is A. Many organizations now require their members to complete business cases when requesting organizational resources in order to increase accountability. A business case describes a problem to be solved, desired outcomes, the advantages and disadvantages of different solutions, and what will be needed to implement the best solution. 9. An AAP must include ( ) A. astrategy to retain a percentage of older workers. () B. the name and qualifications of the FEO coordinator. (.) C. descriptions of the reasonable accommodations for disabled employees. () D. ananalysis of current employees in protected groups by department. * (Module 2, p. 2-80, BOK 02-18) ‘The correct answer is D. An AAP includes an organizational profile that depicts an establishment's staffing pattern, a job group analysis that lists all job titles in each job ‘group, and an availability analysis that provides information on the number of protected ‘group members available in the relevant labor force. Typically, an AAP also includes goals and timetables, a description of supportive programs in place, and auditing procedures. 10. Which of the following is a written statement of the necessary qualifications of the job incumbent? () A. Job dese: (BL Job specification * (Module 2, p. 2-154, BOK 02-04) () ©. Job context () D. Job ranking ‘The correct answer is B. A job specification is a written statement of the necessary qualifications of the job incumbent. A job description is a written description of the job and its requirements. 11. A software applications development organization has focal reviews annually, each June. The ‘managers are required to have the HR director sign off on the review prior to meeting with the employee. The engineering director submits the reviews for the engineering department, with all of the employees receiving ratings of “Meets Expectations.” What type of appraiser error is this? () A. Leniency ( ) B. Strictness () © Bias () D. Central tendency * (Module 3, p. 3-180, BOK 03-06) ‘The correct answer is D. An appraiser who rates all of his/her employees within a narrow range without regard to actual performance is likely committing central tendency error. © 2014 SHRM. @ 43