Textbook Notes

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Textbok Notes
Managing the Employment Relationship (The University of British Columbia)
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TABLE OF CONTENT
CHAPTER 1 – STRATEGIES, TRENDS, AND CHALLENGES IN HRM---------------------------------------2
CHAPTER 2 – THE LEGAL CONTEXT FOR HRM AND CREATING SAFE AND HEALTHY
WORKPLACES-------------------------------------------------------------------------------------------------------15
CHAPTER 3 – ANALYZING WORK AND DESIGNING JOBS-------------------------------------------------26
CHAPTER 4 – PLANNING FOR AND RECRUITING HUMAN RESOURCES-------------------------------36
CHAPTER 5 – SELECTING EMPLOYEES------------------------------------------------------------------------45
CHAPTER 6 – TRAINING AND DEVELOPING EMPLOYEES------------------------------------------------51
CHAPTER 7 – MANAGING EMPLOYEES’ PERFORMANCE-------------------------------------------------66
CHAPTER 8 – TOTAL REWARDS---------------------------------------------------------------------------------80
CHAPTER 9 – LABOUR RELATIONS----------------------------------------------------------------------------96
CHAPTER 10 – MANAGING HUMAN RESOURCES GLOBALLY------------------------------------------108

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Chapter 1 – Strategies, Trends, and Challenges in HRM
1. Introduc<on (L01)
HRM – the practices, policies, and systems that influence employees' behaviour, attitudes, and
performance.
Figure 1.1
 Humanresour
cemanagementconsist
sofanorgani
zat
ion's“peoplepract
ices
”—thepoli
ci
es,
pr
act
ices
,andsyst
emsthati
nfluenceempl
oyees'
behaviour,at
ti
tudes,andperfor
mance.
 TheHRM pr ocessbegi nswit

hanalyzi
nganddesigni
ngjobs
,thenr
ecrui
ti
ngandselecti
ngemploy
ees
t
ofil
lt
hos ejobs.Traini
nganddev el
opmentequi
pempl oy
eestocar
ryoutthei
rpr
esentjobsand
f
oll
owacar eerpathi ntheorgani
zat
ion.Per
for
mancemanagementensuresemployees'act
i
vit
i
es
andoutputsmat c
ht heorganizat
i
on'
sgoals.
 Humanr esourcedepart
ment sal
soplanandadmi nist
ert
heorganizat
i
on'
spayandbenefit
s.They
car
ryoutactivi
ti
esinsupportofemployeeandlabourrel
ati
ons,suchascommuni
cat
ionprograms
andcoll
ecti
vebar gai
ni
ng.Conducti
ngal l
theseacti
vit
i
esinvol
vestheest
abl
is
hmentand
admini
st
rati
onofhumanr esour
cepolici
es.
 Managementdependsonhumanr es
ourceprof
essi
onalsforhel
pinensur
ingcompli
ancewit
h
l
egisl
ati
on,aswel
lasfors
uppor
tfortheorgani
zat
i
on'sstr
ategy—forex
ample,wor
kfor
ceplanni
ng
andchangemanagement.
 HRM contri
but
estoorgani
zat
ionalperf
ormancebyi nfluenci
ngwhowor ksfort
heorganiz
ationand
howthesepeoplework.Thes
ehumanr esources,i
fwel lmanaged,havethepot
enti
alt
obeas ource
ofsust
ainabl
ecompeti
ti
veadvantage,contr
ibuti
ngtobasi cobj
ecti
vessuchasproduct
ivi
ty,profit
s,
andcustomersat
isf
act
ion.
2. Why Are People so Valuable?
Economic value is usually associated with capital—equipment, technology, and facilities.
The concept of “human resource management” implies that employees are resources of the
employer.
Human Capital – an organization's employees, described in terms of their training,
experience, judgment, intelligence, relationships, and insight.

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By influencing who works for the organization and how those people work, human resource
management therefore contributes to such basic measures of an organization's success as
quality, profitability, and customer satisfaction.
Figure 1.2 Impact of HRM
In terms of business strategy, an organization can succeed if it has a sustainable competitive
advantage (is better than competitors at something, and can hold that advantage over a
sustained period of time). Therefore, we can conclude that organizations need the kind of
resources that will give them such an advantage. Human resources have these necessary
qualities:
 Human resources are valuable. High-quality employees provide a needed service as
they perform many critical functions.
 Human resources are rare in the sense that a person with high levels of the needed
skills and knowledge is not common. An organization might spend months looking for
a talented and experienced manager or technician.
 Human resources cannot be imitated. To imitate human resources at a high-
performing competitor, you would have to figure out which employees are providing
the advantage and how. Then you would have to recruit people who can do precisely
the same thing and set up the systems that enable those people to imitate your
competitor.
 Human resources have no good substitutes. When people are well trained and highly
motivated, they learn, develop their abilities, and care about customers. It is difficult to
imagine another resource that can match committed and talented employees.
High-performance Work System – an organization in which technology, organizational
structure, people, and processes all work together to give an organization an advantage in the
competitive environment.

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3. What Are the Responsibili<es of HR Department?
1. Administrative services and transactions—Handling administrative tasks (for
example, processing tuition reimbursement applications and answering questions
about benefits) efficiently and with a commitment to quality. This requires expertise in
the particular tasks.
2. Business partner services—Developing effective HR systems that help the organization
meet its goals for attracting, keeping, and developing people with the skills it needs.
For the systems to be effective, HR people must understand the business so it can
understand what the business needs.
3. Strategic partner—Contributing to the company's strategy through an understanding
of its existing and needed human resources and ways HR practices can give the
company a competitive advantage. For strategic ideas to be effective, HR people must
understand the business, its industry, and its competitors.
Analyzing and Designing Jobs
Job analysis – the process of getting detailed information about jobs.
Job design – the process of defining the way work will be performed and the tasks that a
given job requires.
Recrui5ng and Hiring Employees
Recruitment – the process through which the organization seeks applicants for potential
employment.
Selection – the process by which the organization attempts to identify applicants with the
necessary knowledge, skills, abilities, and other characteristics that will help the organization
achieve its goals.

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Training and Developing Employees
Training – a planned effort to enable employees to learn job-related knowledge, skills, and
behaviour.
Development – the acquisition of knowledge, skills, and behaviours that improve an
employee's ability to meet the challenges of a variety of new or existing jobs.
Managing Performance
Performance Management – the process of ensuring that employees' activities and outputs
match the organization's goals.
Compensa5ons and Rewards
Maintaining Posi5ve Employee and Labour Rela5ons
Establishing and Administering HR Policies
Ensuring Compliance with Federal and Provincial Legisla5on
4. Why Focus on Strategy? (L02)
A company's strategy—its plan for meeting broad goals such as profitability, quality, and
market share.
Workforce planning – identifying the numbers and types of employees the organization will
require to meet its objectives.
Evidence-based HR – collecting and using data to show that human resource practices have
a positive influence on the company's bottom line or key stakeholders.
Corporate Social Responsibility (CSR) – an organization's commitment to meeting the
needs of its stakeholders.
Stakeholders – the parties with an interest in the company's success (typically, shareholders,
the community, customers, and employees).
 HRprofessi
onal sshouldbefamil
i
arwit
htheorgani
zat
ion'
sstr
ategyandmayevenpl ayar
olein
devel
opi
ngt hest r
ategyanddemonstr
ati
ngthatHRpracti
ceshaveaposi
ti
vei
nfluenceonthe
company'sprofit
sork eyst
akehol
der
s.
 Speci
fi
cHRpr act
i
cesv aryaccordi
ngtothet
ypeofstr
ategy
.Producti
vit
yimprov
ementsrequi
reHR
l
eadershi
pincl
udi
ngeffect
ivefeedbackandr
ewards.Whenorganizat
ionswit
hinter
nat
i
onal

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operat
ionshi r
eempl oyeesinothercountr
ieswher etheyoperat
e,theyneedt obemi ndf
ulofthe
di
ffer
encesi ncult
ureandbusi nesspract
ices.Evensmal lbusi
nessesservingl ocalmark
etsdiscov
er
t
hatqualifiedcandi
datesincl
udes ki
ll
edimmi gr
antswhoaccountf orasignificantandgrowingshare
oftheCanadi anlabourmar ket

.Theref
ore,HRM r equir
esknowledgeofdifferentcult
ures.
 Or
gani
zat
i
onsmustbeabl
etosel
ectandpr
epar
eempl
oyeesf
orgl
obal
assi
gnment
s.
 Outs
ourci
ngrequi
reseffecti
vejobdesign,pl
anni
ng,r
ecr
uit
mentandsel
ect
i
on,andcompensat
i
on
pr
acti
cestor
eali
zethepot ent
ialbenefit
s.
Produc5vity Improvement
Productivity – the relationship between an organization's outputs (products, information or
services) and its inputs (e.g., people, facilities, equipment, data, and materials).
Expanding in Global Markets
The Global Workforce
Figure 1.3 Where do Immigrants Come From (2010)?
International Assignments
Expatriates – employees who take assignments in other countries.
Outsourcing
Outsourcing – the practice of having another company (a vendor, third-party provider, or
consultant) provide services.
Offshoring – setting up a business enterprise in another country (e.g., building a factory in
China).
Increasingly, organizations are offshore outsourcing, that is, the company providing
outsourced services is located in another country rather than the organization's home
country.
Mergers and Acquisi5ons

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5. What Competencies Do HR Professionals Need? (L03)
Figure 1.4
1. Credible activists—means being so well-respected in the organization that you can
influence the positions taken by managers. HR professionals who are competent in this
area have the most influence over the organization's success, but to build this
competency, they have to gain credibility by mastering all the others.
2. Cultural steward—involves understanding the organization's culture and helping to
build and strengthen or change that culture by identifying and expressing its values
through words and actions.
3. Talent manager/organizational designer—knows the ways that people join the
organization and move to different positions within it. To do this effectively requires
knowledge of how the organization is structured and how that structure might be
adjusted to help it meet its goals for developing and using employees' talents.
4. Strategy architect—requires awareness of business trends and an understanding of
how they might affect the business, as well as opportunities and threats they might
present. A person with this capability spots ways effective management of human

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resources can help the company seize opportunities and confront threats to the
business.
5. Business allies—know how the business achieves its success, who its customers are, and
why customers support what the company sells.
6. Operational executors—at the most basic level carry out particular HR functions such
as handling the selection, training, or compensation of employees. All of the other HR
skills require some ability as operational executor, because this is the level at which
policies and transactions deliver results by legally, ethically, and efficiently acquiring,
developing, motivating, and deploying human resources.
 Humanr
esour
cemanagementr
equi
ress
ubs
tant
i
alandv
ari
edcompet
enci
es.
 Humanr esour
ceprofessional
sar
erequi
redtoupholdhighethi
cal
standards.Someareasinwhich
et
hicali
ssuesari
seincludeadher
encetolegi
sl
ati
on,protect
i
ngconfident
i
ali
ty,andmai
ntai
ning
pr
ofessi
onalcompetence.
6. Ethics in HRM
Ethics – the fundamental principles of right and wrong.
Figure 1.5 Standards for Identifying Ethical Practices
CCHRA's National Code of Ethics
1. Preamble. As HR practitioners in the following categories:
o Certified Human Resources Professionals
o CHRP Candidates, or
 CHRP Exam Registrants,
We commit to abide by all requirements of the Code of Ethics of the Canadian Council
of Human Resources Associations (CCHRA), as listed in this document. (Where
provincial codes are legislated, those will prevail.)

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2. Competence. Maintain competence in carrying out professional responsibilities and
provide services in an honest and diligent manner. Ensure that activities engaged in
are within the limits of one's knowledge, experience, and skill. When providing services
outside one's level of competence, or the profession, the necessary assistance must be
sought so as not to compromise professional responsibility.
3. Legal requirements. Adhere to any statutory acts, regulation, or by-laws which relate
to the field of human resources management, as well as all civil and criminal laws,
regulations, and statutes that apply in one's jurisdiction. Not knowingly or otherwise
engage in or condone any activity or attempt to circumvent the clear intention of the
law.
4. Dignity in the workplace. Support, promote and apply the principles of human rights,
equity, dignity and respect in the workplace, within the profession, and in society as a
whole.
5. Balancing interests. Strive to balance organizational and employee needs and interests
in the practice of the profession.
6. Confidentiality. Hold in strict confidence all confidential information acquired in the
course of the performance of one's duties, and not divulge confidential information
unless required by law and/or where serious harm is imminent.
7. Conflict of interest. Either avoid or disclose a potential conflict of interest that might
influence or might be perceived to influence personal actions or judgments.
8. Professional growth and support of other professionals. Maintain personal and
professional growth in human resources management by engaging in activities that
enhance the credibility and value of the profession.
9. Enforcement. The Canadian Council of Human Resources Associations works
collaboratively with its Member Associations to develop and enforce high standards of
ethical practice among all its members.

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7. What Are the HR Responsilibi<es of Supervisors and Managers? (L04)
Provide motivational environment
Communicate polices and comply
with legal requirements
Recommend pay increase and
promotions
Appraise performance
Interview and select candidates
Train, coach and develop employees
Forecast HR needs
Figure 1.6 Typical Areas of Involvement of Supervisors and Managers in HRM
 Al
thoughmanyorgani
zat
i
onshav
ehumanresour
cedepart
ment
s,super
visorsandmanagersmust
befamil
i
arwi
ththebasi
csofHRM andt
hei
rownrol
ewit
hregar
dtomanagi nghumanresour
ces
.
 Supervisor
sandlinemanagerstypical
lyhaveresponsibi
li
ti
esrel
atedtoall t
heHRf uncti
ons.
Supervisor
shelpanalyz
ework,intervi
ewjobcandi dat
es,part
i
cipateinselecti
ondecisi
ons,provi
de
tr
aini
ng,conductperf
ormanceappr ai
sals
,andr ecommendpayi ncreases.Onaday -
to-
daybasi s
,
supervisor
sandli
nemanager srepresentthecompanyt othei
rempl oyees
,sot heyal
sopl ayan
i
mpor tantr
olei
nempl oy
eerelat
i
ons .
8. Careers in HRM (L05)
Figure 1.7 Median Salaries for HR Positions
 Car
eer
sinHRM mayi
nvol
ves
peci
al
iz
edwor
kinfiel
dssuc
hasr
ecr
uit
i
ng,t
rai
ni
ng,orl
abourr
elat
i
ons
.

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 HRpr of
essi
onalsmayalsobegener
ali
st
s,per
for
mingtheful
lrangeofHRacti
vi
ti
esdescr
ibedi
nthis
chapt
er.Peopl
eintheseposi
t
ionsus
uall
yhaveauniver
sit
ydegreeorcol
legedi
pl
omainbusinessor
thesoci
alsci
ences.
 Manyhumanresour
ceprofessi
onal
shav
eachi
evedt
henat
i
onal
l
yst
andar
diz
eddesi
gnat
i
on,Cer
ti
fied
HumanResourcesPr
ofessi
onal(CHRP)
.
CHRP Designa5on
9. How Is the Labour Force Changing? (L06)

Internal Labour Force – an organization's workers (its employees and the people who work
at the organization).
The labour force is a general way to refer to all the people willing and able to work.
External Labour Market – individuals who are actively seeking employment.
 Anorgani
zati
on'
sint
ernall
abourforcecomesf rom i
t
sexternall
abourmark
et—indivi
dual
swhoare
act
i
velyseeki
ngemployment.I
nCanada,t hislabourmarketisagi
ngandbecomi ngmoredi
ver
se.
Theshareofwomenint heCanadianworkforcehasgrownt onearl
yhal
fofthetotal
.
 Tocompet efortal
ent
,or
ganizat
ionsmustbeflexi
bl
eenought omeettheneedsofol derwor
ker
s,
possi
bl
yr edesigni
ngj
obs.Organizat
i
onsmustr ecr
uitf
rom adi
versepopulati
on,est
abli
shbi
as-
fr
ee
HRs yst
ems ,andhelpemployeesunder
standandappr eci
atecul
t
uraldi
fferences
.
 Organiz
ati
onsalsoneedempl oy
eeswit
hski
ll
sindecisionmaking,cust
omerser vi
ce,andt
eamwork,
aswellastechni
calski
l
ls.Thecompeti
t
ionf
orsuchtalentisi
ntense.Organi
zat
ionsfaci
ngaski
l
ls
short
ageoftenhir
eemployeeswholackcer
tai
nskil
l
s,t hentr
ainthem f
orthei
rjobs.
An Aging Workforce
Figure 1.8 Age Distribution Projection of the Canadian Population
Increasingly, older workers say they intend to have a working retirement—nevertirees.
A Diverse Workforce
Skill DeMciencies of the Workforce

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10. What Is a High-Performance Work System? (L07)

Knowledge Workers
Knowledge workers – employees whose main contribution to the organization is specialized
knowledge, such as knowledge of customers, a process, or a profession.
Employee Engagement
Employee engagement – the extent that employees are satisfied, committed to, and
prepared to support what is important to the organization.
Teamwork
Teamwork – the assignment of work to groups of employees with various skills who interact
to assemble a product or provide a service.
In some organizations, technology is enabling teamwork even when workers are at different
locations at different times. These organizations use virtual teams—teams that rely on
communications technologies to keep in touch and coordinate activities.
Increasing Level of Educa5on

 HRM canhel porgani
zati
onsfindandkeepthebestpossi
blefitbetweentheirsoci
alsyst
em and
technicalsyst
em.Recruit
ingandselecti
ondeci
sionsareespecial
lyimportantf
ororganiz
ati
onst
hat
relyonknowl edgeworkers.J
obdesignandappr opr
iat
esystemsf orassessmentandr ewar
dshavea
centralrol
einsupport
ingempl oyeeengagementandteamwor k.
 Thewi despreaduseoft heInterneti
ncl
udesHRM appl icati
ons.Organi
zati
onssearchfortal
ent
gl
oballyusingonlinej
obpost ingsandscreeningcandidatesonli
ne.Organi
zat
ions'websit
esfeat
ure
i
nfor
mat iondirect
edtowar dpotenti
alemploy
ees .Employeesmayr eceiv
etrai
ningonli
ne.Atmany
compani es,onli
neinf
ormat i
onshar i
ngenablesemployeesel f
-ser
vicef
ormanyHRneeds ,f
rom
appl
icati
onf or
mst otr
ainingmodul estoi
nformationaboutthedetail
sofcompanypolici
esand
benefit
s.
11. How Is Technological Change Impac<ng HRM?

Human Resource Information System (HRIS) – a computer system used to acquire, store,
manipulate, analyze, retrieve, and distribute information related to an organization's human
resources.
HR dashboard – a display of a series of HR measures, showing human resource goals and
objectives and progress toward meeting them.

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The Internet Economy

Electronic HRM (E-HRM)
e-HRM – the processing and transmission of digitized HR information, especially using
computer networking and the Internet.
Privacy is an important issue in e-HRM. A great deal of HR information is confidential and not
suitable for posting on a website for everyone to see. Therefore, e-HRM typically is set up on
an intranet, which is a network that uses Internet tools but limits access to authorized users in
the organization.
Sharing of HR Information
Self-service – system in which employees have online access to information about HR issues
and go online to enroll themselves in programs and provide feedback through surveys.

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12. How Is the Employment Rela<onship Changing? (L08)

A New Psychological Contract
Psychological contract – a description of what an employee expects to contribute in an
employment relationship and what the employer will provide the employee in exchange for
those contributions.
Employees realize that companies cannot provide employment security, so they
want employability. This means they want their company to provide training and job
experiences to help ensure that they can find other employment opportunities.
Flexibility
Flexible Staffing Level
Alternative work arrangement – methods of staffing other than the traditional hiring of
fulltime employees (e.g., use of independent contractors, on-call workers, temporary workers,
and contract company workers).
There are a variety of methods, the following being most common:
 Independent contractors are self-employed individuals with multiple clients.
 On-call workers are persons who work for an organization only when they are needed.
 Temporary workers are employed by a temporary agency; client organizations pay the
agency for the services of these workers.
 Contract company workers are employed directly by a company for a specific time
specified in a written contract.
Flexible Work Schedules
 Theempl oymentrelati
ons hi
ptakestheform ofa“
psychologicalcontr
act”thatdescri
beswhat
employeesandempl oyersexpectfr
om theemploymentrelati
onship.Tradit
ional
ly
,organizat
i
ons
expect
edempl oyeest ocontri
butetheirs
kil
lsandloy
alt
yinex changeforjobsecurit
yand
opport
uniti
esforpromot i
on.Today,organi
zati
onsarerequir
ingt opperfor
manceandl ongerwor
k
hoursbutoftencannotpr ovi
dejobs ecur
ity
.
 Organizat
ionsseekflexi
bi
li
tyi
nstaffingthroughnon- st
andardworkarr
angements.Theymayuse
outsourci
ngaswell astempor
aryandcont ractworkers.Theuseofsuchworker
scanaffectj
ob
design,aswellasthemot i
vat
i
onoft heorganizat
ion'
sper manentemploy
ees.

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Chapter 2 – The Legal Context for HRM and Crea<ng Safe and Healthy
Workplaces
1. Valuing Diversity (L01)
LO1Di
scusst
hei
mpor
tanceofval
uingdi
ver
sit
yandsaf
ety.
 Al
thought
hepracti
ceofv al
ui
ngdi v
ersi
tyhasnosi
nglef
orm,organi
zati
onst
hatv
aluediv
ersi
tyare
l
ik
elytobemindfuloft
hebenefit
sofdiver
sit
yandworkact
iv
elytocreat
eaworkenvi
ronmentin
whichi
ndi
vi
dualsfeelval
uedandabl et
oper f
ormt
othei
rpotent
ial
.
 I
ncreasi
ngl
y,organizat
ionsar
etaki
ngastr
ategi
capproac
htoocc
upat
i
onal
heal
t
handsaf
etyby
adopti
ngavalues-basedcommitmentt
osafeoper
ati
ons.
Some define a diverse workforce as a competitive advantage that brings them a wider pool of
talent and greater insight into the needs and behaviours of their diverse customers. These
organizations have a policy of valuing diversity.
2. Crea<ng a Culture of Health and Safety
3. The Legal Framework for HRM (L02)

LO2Descr
ibet
hel
egalf
ramewor
kforhumanr
esour
cemanagementi
nCanada.
 Appr
oximatel
y90per
centofCanadi
anempl
oyeesarecover
edbypr
ovi
nci
alandt
err
it
ori
all
egi
sl
ati
on.
Theremaini
ng10per
centarecover
edbyf
ederal
legi
sl
ati
on.
 Al
t
houghj
uri
sdi
ct
ional
differ
encesex
ist
,lawst
endt
omi
rr
oroneanot
her
.

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4. Protec<ng Human Rights (L03)

LO3Expl
aint
hei
mpor
tanceofhumanr
ight
sandt
hei
mpl
icat
ionsf
orHRM.
 Employer
scanav oi
ddi scr
imi
nat
ionbyav
oidi
ngdiffer
enti
altr
eat
mentofjobappli
cant
sand
employ
ees .Or
ganiz
ationscandevel
opandenfor
cepr act
icesandpol
i
ciesthatdemonst
rat
eahi
gh
val
ueplacedondiversit
y.
 Toprovideaccommodati
on,compani
esshouldrecogni
zeindi
vi
dual
s'needs.Employ
er smayneedt
o
mak esuchaccommodati
onsasadjust
ingschedulesordr
esscodes,makingtheworkplacemor
e
accessi
ble,orr
est
ruct
uri
ngjobs.
 Organi
zat
ionscanpreventhar
assmentbydev
elopi
ngpol
ici
es,t
rai
ni
ngemploy
eest
orecogni
zeand
av
oidthi
sbehaviour
,andprovi
dingt
hemeansforemploy
eestobeprot
ect
ed.
 Empl
oymentequi
tyi
ni
ti
ati
vesmayr
emov
eempl
oymentbar
ri
erst
othedesi
gnat
edgr
oups
.
Discrimination – treating someone differently, negatively, or adversely because of their race,
age, religion, sex, or other prohibited ground.
Direct discrimination – policies or practices that clearly make a distinction on the basis of a
prohibited ground.
Indirect discrimination – policies or practices that appear to be neutral but have an
adverse effect on the basis of a prohibited ground.
Figure 2.1 Prohibited Grounds of Discrimination in Employment

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How Would You Know?

Differential Treatment
Differential treatment – differing treatment of individuals where the differences are based
on a prohibited ground.
Bona fide occupational requirement (BFOR) – a necessary (not merely preferred)
requirement for performing a job.
Mandatory Retirement
What Is the Employer’s Duty to Accommodate?

Duty to accommodate – an employer's duty to consider how an employee's characteristic
such as disability, religion, or sex can be accommodated and to take action so the employee
can perform the job.
Employers' duty to accommodate extends to the point of undue hardship—“undue” meaning
only if it is so high that the very survival of the organization or business would be threatened
or essentially changed.
For employees with disabilities, accommodations also vary according to the individuals' needs
—increasingly, however, the emphasis is placed on abilities and capabilities rather than
focusing on disabilities.
Figure 2.3 Examples of Accommodation

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What About Harassment?

Harassment – any behaviour that demeans, humiliates, or embarrasses a person, and that a
reasonable person should have known would be unwelcome.
Sexual harassment – unwelcome behaviour that is of a sexual nature or is related to a
person's sex.
The most obvious examples of sexual harassment involve quid pro quo harassment, meaning
that a person makes a benefit (or punishment) contingent on an employee's submitting to (or
rejecting) sexual advances.
A more subtle, and possibly more pervasive, form of sexual harassment is to create or permit
a hostile work environment. This occurs when someone's behaviour in the workplace creates
an environment in which it is difficult for someone of a particular sex to work.

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Figure 2.4 Human Rights Allegations and Settlements (Federal Prohibited Grounds)
5. Employment Equity
The four designated groups are:
 Women
 Members of visible minorities (“persons other than aboriginal peoples, who are non-
Caucasian in race or non-white in colour”)

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 Aboriginal peoples (“persons who are Indians, Inuit, or Metis”)

 Persons with disabilities (“persons who have a long-term or recurring physical mental,
sensory, psychiatric or learning impairment”)
Best practices of exemplary organizations are recognized in the Employment Equity Act
Annual Reports.
6. Protec<on of Privacy (L04)

LO4Di
scusspr
ivacy,empl
oyment
/l
abourst
andar
ds,andpayequi
tyandt
hei
rrel
evancet
oHRM.
 ThePersonal
Infor
mati
onProt
ecti
onandElect
roni
cDocument
sAct(PI
PEDA)pr
ovi
desr
ulesabout
howorgani
zat
ionscancol
l
ect,use,anddi
scl
oseinf
ormat
i
onabouty
ou.
 Empl
oyment
/l
abourst
andar
dsl
egi
sl
ati
ondeal
swi
t
hthemi
ni
mum st
andar
dsanempl
oyeewi
l
l
r
ecei
ve.
 Payequi
typr
ovi
si
onshel
pass
ureequal
payf
orwor
kofequal
val
ue.
 HumanRightsCommissi
onsar
eresponsi
bl
eforenfor
cinghumanright
slegisl
ati
onint
heirr
espect
i
ve
j
uri
sdi
ct
ions
.Priv
acyCommissi
oner
sareresponsi
bl
eforenfor
cingpri
vacylegi
slat
ioni
nthei
r
j
uri
sdi
ct
ions
.
Personal Informa5on Protec5on and Electronic Documents Act

Personal Information Protection and Electronic Documents Act (PIPEDA) – federal law
that sets out ground rules for how private sector organizations may collect, use, or disclose
personal information.
7. Employment/Labour Standards
Federal, provincial, and territorial laws are in place to provide minimum standards for
employees. Some of the areas covered typically include:
 Minimum wage
 Overtime pay
 Hours of work and work scheduling
 General holidays
 Annual vacations
 Benefits for part-time workers
 Parental leave

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 Layoff procedures
 Terminations and severance pay
HR professionals need to consider the following principles when collecting and using employee
personal information in the course of all HR activities to avoid employee complaints:
1. Accountability. The organization is responsible for personal information it controls.
Start by appointing a privacy officer(s).
2. Identifying purpose. Before collecting information, the organization needs to identify
why they are collecting the information and how it will be used. Conduct a “privacy
audit” to determine what information is collected and why it is collected.
3. Consent. The organization is responsible for ensuring that consent is given. Consider
what type of consent is needed for each type of information on the basis of criteria such
as the sensitivity of the information.
4. Limiting collection. Care must be taken to make sure that the collection of personal
information is limited to what is needed for the stated purpose. Use a “reasonable
person” test to determine what is considered appropriate.
5. Limiting use, disclosure, and retention. Personal information cannot be used or
disclosed to others without consent and information can only be retained to meet the
stated purposes. Additional care must be taken when HR functions are outsourced.
Create minimum and maximum retention times for information collected.
6. Accuracy. Information of employees must be current and correct. Keep information
accurate and introduce a process to correct errors in a timely way.
7. Safeguards. Security protection needs to be put in place. Implement both technical and
physical security measures to safeguard employee information.
8. Openness. Communicate privacy policies and practices. Consider developing training
materials, brochures, or other means of communication about the organization's
approach to privacy protection.
9. Individual access. Be responsive to employees when they request access to information
the organization holds about them. Have a method in place to deal with employee
concerns about the accuracy and completeness of information.
10. Compliance challenges. Individuals have the power to challenge what the organization
does to comply with the principles just described. Be open to employee concerns and be
willing to adapt policies and practices to ensure compliance with all aspects.
8. Pay equity
Pay equity – equal pay for work of equal value.
The four criteria usually applied are skill, effort, responsibility, and working conditions.
Pay equity legislation is intended to address the wage gap—the difference between the
earnings of women working full-time versus the earnings of men working full-time.

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9. How Are the Laws Enforced?

Human Rights Commissions
The Canadian Human Rights Commission (CHRC) provides individuals under federal
jurisdiction a means to resolve complaints of discrimination.
Privacy Commissioners
10. Workplace Health and Safety (L05-06)
LO5Expl
aint
hecont
extf
orwor
kpl
aceheal
thandsaf
ety
 All
juri
sdi
cti
onsi
nCanadahaveoccupat
i
onalheal
thandsaf
etylegi
sl
ati
on.Canada'
sapproac
hto
saf
etyinthewor
kplacei
sbasedonthei
nter
nalr
esponsi
bi
li
tysy
stem wherebybot
hemployer
sand
employeesarer
esponsi
bl
eforsaf
ety
.
LO6I
dent
if
yemployer
s'dut
iesandempl
oyees'r
ight
sandr
esponsi
bil
it
iesr
elat
edt
owor
kfor
ceheal
th
andsaf
ety.
 Empl
oyer
sands
uper
visor
shav
eadut
ytopr
ovi
deas
afewor
kpl
ace.
 Canada'swor
ker
shav
ethr
eef
undament
alr
ight
sthatar
epr
otect
edbyoccupat
i
onal
heal
t
hands
afet
y
l
egisl
ati
on.
 Bil
lC-45,anamendmenttot
heCri
minal
Code,hasc reat
edalegaldutyonemploy
erstoens
uret
he
saf
etyofworker
s.Employ
eesal
sohaveresponsi
bi
li
t
iesincl
udi
ngfol
lowings
afet
yrulesandr
epor
ti
ng
hazar
douscondit
ions
.
Internal Responsibility System

Internal responsibility system – philosophy of occupational health and safety whereby
employers and employees share responsibility for creating and maintaining safe and healthy
work environments.
Workplace Health and Safety CommiVees

Workplace health and safety committees – a committee jointly appointed by the employer
and employees at large (or union) to address health and safety issues in a workplace.

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General and SpeciMc Du5es

Employers and supervisors have a duty to provide a safe workplace. At minimum, supervisors
must:
 Ensure that appropriate occupational health and safety policies and practices are in
place;
 Understand and follow policies and practices related to working safely;
 Identify the need for training for employees and themselves;
 Determine hazards that may exist and ensure employees are aware of these hazards;
 Eliminate or at least reduce hazards; and
 Ensure employees comply with safety policies and practices.
Enforcement of Occupa5onal Health and Safety Regula5ons

Bill C-45 (Westray Bill) – amendment to the Criminal Code making organizations and
anyone who directs the work of others criminally liable for safety offences.
Employee Rights and Responsibili5es

Although employers are responsible for protecting workers from health and safety hazards,
employees have responsibilities as well. They have to follow safety rules and regulations
governing employee behaviour. Employees also have a duty to report hazardous conditions.
Along with those responsibilities go certain rights. All Canadian workers have three
fundamental rights that are protected by occupational health and safety legislation:
 The right to know about known or foreseeable hazards in the workplace;
 The right to participate in identifying and resolving job-related safety and health
problems; and
 The right to refuse dangerous work.
In federally regulated organizations, employees' right to refuse dangerous work has been
expanded to include refusing work on the potential for risk versus existing danger.
Material safety data sheets (MSDSs) – detailed hazard information concerning a
controlled (hazardous) product.
Impact of Occupa5onal Health and Safety Regula5ons
11. Employer-sponsored Health and Safety Programs (L07)

LO7Di
scusswaysempl oyerspr
omotewor kerhealt
handsafety.
 Besidescomplyi
ngwit
hoccupat
i
onal heal
t
handsafet
yr egul
ati
ons
,empl
oyer
sof
tenes
tabl
i
shsaf
ety
awar
enesspr
ogramsdesi
gnedtoinsti
lanemphasi
sons af
ety
.
 Employersmayi dent
i
fyandcommuni catehazardsthr
oughthejobhaz ar
danalysist
echni
queort he
t
echnicofoper ati
onsreview.Theymayadaptcommuni cat
ionsandt raini
ngtotheneedsofdiffer
ent
employees,suc hasdiffer
encesinexperiencelevel
sorcul
turaldi
fferencesf
rom onecountr
yto
anot
her.Empl oyersmayal soestabl
i
shi ncent
iveprogr
amst orewar dsafebehaviour
.

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Iden5fying and Communica5ng Job Hazards

Job hazard analysis technique – safety promotion technique that involves breaking down a
job into basic elements, then rating each element for its potential for harm or injury.
Technique of operations review (TOR) – method of promoting safety by determining
which specific element of a job led to a past accident.
Reinforcing Safety Prac5ces

One common technique for reinforcing safe practices is implementing a safety incentive
program to reward workers for their support of and commitment to safety goals.
Employee Wellness Programs

Employee wellness program – a set of communications, activities, and facilities designed to
change health-related behaviours in ways that reduce health risks.
Wellness programs are either passive or active. Passive programs provide information and
services, but no formal support or motivation to use the program. Active wellness programs
assume that behaviour change requires support and reinforcement along with awareness and
opportunity. These programs provide for outreach and follow-up.
Employee Assistance Program (EAP)

Employee assistance program (EAP) – referral service that employees can use to seek
professional treatment for emotional issues or substance abuse.
Promo5ng Safety Interna5onally

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Chapter 3 – Analyzing Work and Designing Jobs

Workflow design – the process of analyzing the tasks necessary for the production of a
product or service.
Job – a set of related duties.
Position – the set of duties (job) performed by a particular person.
1. What is Work Flow Analysis? (L01-02)

LO1Summari
zet heel
ementsofwor kflow anal
ysi
s.
 Theanalysi
sident
ifiest
heamountandquali
tyofawor
kuni
t
'sout
put
s,whi
chmaybepr
oduct
s,par
ts
ofproduct
s,orser
vi ces
.
 Next
,theanal
ystdet
erminest
heworkprocessesr
equir
edtopr
oducet
heseout
put
s,br
eaki
ngdown
t
asksint
othoseperf
ormedbyeachpersonintheworkuni
t
.
 Fi
nall
y,t
hewor
kflowanal
ysi
sident
i
fiest
hei
nput
susedt
ocar
ryoutt
hepr
ocessesandpr
oducet
he
out
puts.
LO2Descr
ibehow wor kflow i
sr el
atedtoanor gani
zation'sst
ructure.
 Wi thinanor
ganizati
on,unit
sandi ndivi
dual
smustcooper at
et ocr
eateoutput
s,andtheorgani
zati
on'
s
st
ructur
ebri
ngspeopl etoget
herforthispurpose.Thestr
ucturemaybecent r
ali
zedordecentr
ali
zed,
andpeoplemaybegr oupedaccordingtofuncti
onorint
odi vi
si
onsfocusi
ngonpar t
i
cularpr
oductsor
customergr
oups .
 Afunctionalst
ructur
eismostappropri
atef
orpeopl
ewhoper f
orm hi
ghl
yspecial
i
zedjobsandhold
rel
ati
velyli
tt
leauthori
ty
.Employeeempowermentandteamworksucceedbestinadivi
si
onal
str
ucture.Becauseofthesel
inksbetweenstr
uct
ureandtypesofj
obs,consi
deri
ngsuchissues
i
mpr ovesthesuccessofjobdesign.

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Figure 3.1 Developing a Work-Unit Activity Analysis
How Does the Work Fit with the Organiza5on’s Structure?

2. Job Analysis (L03-05)
LO3Definethesignificanceandoutcomesofj obanalysi
s.
 Jobanal ysisisthepr
ocessofgett
ingdet
ail
edinf
ormat
i
onaboutj
obs
.Iti
ncl
udespr
epar
ati
onofj
ob
descr
ipt
i
onsandj obspeci
ficat
i
ons
.
 Jobanalysi
sprovi
desafoundati
onf orcar
ryi
ngoutmanyHRM responsi
bil
it
i
es,i
ncl
udingwork
redesi
gn,workf
orcepl
anning,employeeselect
i
onandtr
aini
ng,per
formanceappr
aisal
,car
eer
planni
ng,andjobeval
uat
iontodeterminepayscal
es.
 Out comesofj obanal ysi
sincludejobdescri
pti
onsandj obspecificati
ons.Ajobdescri
pti
onli
stst
he
tasks ,duti
es,andr esponsibi
l
iti
esofajob.Jobs peci
ficati
onslookatt hequal
it
iesneededinaperson
perfor mingthejob.Theyl i
stt
hecompet enci
es,thatis,knowledge,s kil
l
s,abi
li
t
ies,andother
char acteri
st
ics,t
hatar erequi
redforsuccessf
ulperformanceofaj ob.
LO4Tel
lhow toobt aininfor
mat i
onforaj obanalysis.
 Informat i
onforanaly
zinganexisti
ngjoboftencomesf
rom i
ncumbent
sandthei
rsupervi
sors.The
f
ederal governmentprovi
desbackgroundinfor
mati
onaboutj
obsi
ntheNat
ionalOccupat
ional
Cl
assificat
ion(NOC).
 Jobanaly
sts,employ
ees,andmanager
smaycompl
eteaPosi
t
ionAnal
ysi
sQuest
i
onnai
reorfil
louta
sur
veyfortheFlei
shmanJobAnaly
sisSyst
em.
LO5Summari
zerecenttrendsi njobanalysis.
 Becausetoday'
swor kpl
acerequir
esahi ghdegr
eeofadaptabi
li
ty
,jobt
asksandrequi
rementsar
e
subj
ecttoconstantchange.Forexample,assomeorgani
zati
onsdownsi
zetheyaredefini
ngj
obs
morebroadly
,wi t
hlesssupervi
si
onofpeopleinthos
epositi
ons.
 Organi
zat
ionsareal
soadopti
ngproject
-basedst
ruct
uresandt
eamwor
k,whi
chal
sor
equi
reflexi
bi
li
ty
andtheabil
it
ytohandl
ebroadresponsi
bil
it
i
es.

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Figure 3.2 Job Analysis Provides Information for HR Processes

A large company may have a compensation management or total rewards function that
includes job analysts.
Importance of Job Analysis

 Work redesign. Often an organization seeks to redesign work to make it more efficient
or to improve quality. The redesign requires detailed information about the existing
job(s). In addition, preparing the redesign is similar to analyzing a job that does not
yet exist.
 Workforce planning. As planners analyze human resource needs and how to meet those
needs, they must have accurate information about the levels of skill required in various
jobs, so that they can tell what kinds of human resources will be needed.
 Selection. To identify the most qualified applicants for various positions, decision
makers need to know what tasks the individuals must perform, as well as the necessary
knowledge, skills, and abilities.
 Training and development. Almost every employee hired by an organization will
require training and/or development. Any learning initiative requires knowledge of the
tasks performed in a job, so that the learning is related to the necessary knowledge and
skills.
 Performance management. Performance management requires information about
how well each employee is performing in order to reward employees who perform well
and to improve their performance if it is below expectations. Job analysis helps in
identifying the behaviours and the results associated with effective performance.

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 Career planning. Matching an individual's skills and aspirations with career

opportunities requires that those responsible for developing career planning processes
know the skill requirements of the various jobs. This facilitates matching of individuals
to jobs in which they will succeed and be satisfied.
 Job evaluation. The process of job evaluation involves assessing the relative value of
each job to the organization in order to set up fair pay structures. If employees do not
believe pay structures are fair, they will become dissatisfied and may quit, or they will
not see much benefit in striving for promotions. To put values on jobs, it is necessary to
get information about different jobs and compare them.
Outcome of Job Analysis: Job Descrip5ons

Job description – a list of the tasks, duties, and responsibilities (TDRs) that a particular job
entails.
Outcome of Job Analysis: Job SpeciMca5on

Job specification – a list of the competencies an individual must have to perform a particular
job.
Competencies – knowledge, skills, abilities, and other characteristics associated with
effective job performance.
These competencies may also become part of a competency model or competency
framework that describes competencies the entire organization needs to be successful.
Knowledge refers to factual or procedural information necessary for successfully performing a
task. A skill is an individual's level of proficiency at performing a particular task—the
capability to perform it well. With knowledge and experience, you could acquire skill in the
task of preparing job specifications. Ability, in contrast to skill, refers to a more general
enduring capability that an individual possesses. Finally, other characteristics might be
personality traits such as someone's persistence or motivation to achieve. Some jobs also have
legal requirements, such as licensing or certification.

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Competencies identified for middle managers in the federal public sector

include leadership (e.g., facilitating); rigorous thinking (e.g., continuous learning); positive
interaction (e.g., team work); results orientation (e.g., client service orientation);
and personal competencies (e.g., resilience).
Sources of Job Informa5on

Incumbents may provide the most accurate estimates of the actual time spent performing job
tasks, while supervisors may be more accurate in reporting information about
the importance of job duties.
National Occupational Certification (NOC) – tool created by the federal government to
provide a standardized source of information about jobs in Canada's labour market.
Posi5on Analysis Ques5onnaire

Position analysis questionnaire (PAQ) – a standardized job analysis questionnaire
containing 194 questions about work behaviours, work conditions, and job characteristics
that apply to a wide variety of jobs.
Job characteristics are organized into six sections concerning different aspects of the job:
1. Information input. Where and how a worker gets information needed to perform the
job.
2. Mental processes. The reasoning, decision-making, planning, and information
processing activities involved in performing the job.
3. Work output. The physical activities, tools, and devices used by the worker to perform
the job.
4. Relationships with other persons. The relationships with other people required in
performing the job.
5. Job context. The physical and social contexts where the work is performed.
6. Other characteristics. The activities, conditions, and characteristics other than those
previously described that are relevant to the job.

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Fleishman Job Analysis System

Fleishman job analysis system – job analysis technique that asks subject matter experts to
evaluate a job in terms of the abilities required to perform the job.
Figure 3.6 Example of an Ability
Trends in Job Analysis

Competency framework (competency model) – competencies the entire organization
requires to be successful.
3. Job Design (L06-09)

LO6Descr
ibemethodsf ordesigningaj obsot hatitcanbedoneeffici entl
y.
 Thebasictechniquefordesigni
ngefficientjobsi sindust
ri
alengi
neeri
ng,whichlooksforthesimplest
wayt
ostruct
urewor kinordertomax imi zeeffici
enc y
.Throughmethodssuchast ime-and-moti
on
st
udi
es,t
heindustri
alengineercreat
esj obsthatar erel
ati
velysi
mpleandtypical
lyrepeti
t
ive.These
j
obsmaybor ewor k
ersbecauset heyar esosi mple.
LO7I
dent
if
yappr
oachest
odesi
gni
ngaj
obt
omakei
tmot
ivat
ing.

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 Accordi
ngtotheJobChar acter
ist
i
csModel,j
obsaremor emoti
vat
ingift
heyhav egreat
erski
llv
ari
ety
,
taski
denti
ty
,tasksignificance,autonomy
,andfeedbackaboutper
formanceeffect
i
veness.Waysto
creat
esuchjobsincludej obenlargement(t
hroughj
obextensi
onorjobrotat
i
on)andj obenri
chment
.
 Self
-managingworkteamsoffergr
eat
erski
l
lvar
iet
yandt
aski
dent
i
ty.Fl
exi
bl
ewor
ksc
hedul
esand
t
eleworkoffergr
eat
erautonomy.
LO8Expl
ainhow organizati
onsapplyergonomi
cstodesignsafejobs.
 Thegoal ofergonomicsi
stominimi
zephy
sical
str
ainontheworkerbyst
ruct
uri
ngt
hephy
sical
wor
k
envi
ronmentaroundthewaythehumanbodyworks.
 Ergonomi cdesignmayinv olv
emodi f
yingequipmentt oreducethephy si
caldemandsofperfor
ming
cert
ainj obsorredesi
gni
ngt hejobst hemselvestor educestrai
n.Ergonomicdesignmaytarget
workingconditi
onsassociatedwi t
her gonomichaz ardsincl
udingrepet
iti
veandforcef
ulmovements,
vi
bration,temperat
ureextr
emes ,andawkwar dpost uresthatari
sefrom i
mproperworkmethodsand
i
mpr oper l
ydesi
gnedwor kstati
ons,tools,andequipment .
LO9Di
scusshow organizat
ionscanpl anforthement aldemandsofaj ob.
 Empl oy
ersmayseekt oreducemental aswellasphysi
calstr
ain.Thejobdesi
gnmayl i
mitthe
amountofi
nformat
ionandmemor iz
ationinv
olved.Adequateli
ghti
ng,easy-
to-
readgaugesand
di
spl
ays,si
mple-t
o-oper
ateequipment,andcleari
nstr
ucti
onscanal somini
mizementalst
rain.
 Al
thoughtechnol
ogymaybeusedtoreducej
obdemandsanderrors,t
echnol
ogymayals
odistr
act
employeesfr
om pri
mar
ytasks
,e.
g.,astheyr
etr
iev
eandgener
atetextmessagesandemail
s.
Figure 3.7 Approaches to Job Design
Designing EYcient Jobs

Industrial engineering – the study of jobs to find the simplest way to structure work in
order to maximize efficiency.
Designing Jobs That Mo5vate

A model that shows how to make jobs more motivating is the Job Characteristics Model,
developed by Richard Hackman and Greg Oldham. This model describes jobs in terms of five
characteristics:
1. Skill variety—The extent to which a job requires a variety of skills to carry out the
tasks involved.

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2. Task identity—The degree to which a job requires completing a “whole” piece of work
from beginning to end (e.g., building an entire component or resolving a customer's
complaint).
3. Task significance—The extent to which the job has an important impact on the lives of
other people.
4. Autonomy—The degree to which the job allows an individual to make decisions about
the way the work will be carried out.
5. Feedback—The extent to which a person receives clear information about performance
effectiveness from the work itself.
Figure 3.8 Characteristics of a Motivating Job
Job Enlargement
Job enlargement – broadening the types of tasks performed in a job.
Job extension – enlarging jobs by combining several relatively simple jobs to form a job with
a wider range of tasks.
Job rotation – enlarging jobs by moving employees among several different jobs.
Job Enrichment
Job enrichment – engaging workers by adding more decision-making authority to jobs.
Self-Managing Work Teams
Flexible Work Schedules

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Figure 3.9 Alternatives to the 8-to-5 Job
Flextime – a scheduling policy in which full-time employees may choose starting and ending
times within guidelines specified by the organization.
Job Sharing – a work option in which two part-time employees carry out the tasks associated
with a single job.
Although not strictly a form of flexibility on the level of individual employees, another
scheduling alternative is the compressed workweek. A compressed workweek is a schedule in
which full-time workers complete their weekly hours in fewer than five days.
Remote Work Arrangements

The broad term for doing one's work away from a centrally located office is remote
work, telework, or telecommuting. Recently, the concept known as distributed work has been
increasingly made available to employees in companies including Bell Canada (“flexSpace”),
IBM (“eMobility”), Sun Microsystems (“iWork”), and Boeing (“Virtual Office”).
Distributed work – a combination of work options, including work from the corporate office,
work from home, work from a satellite office, or work from another remote location.

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Figure 3.11 Evolution of the Workplace
Designing Ergonomic Jobs

Ergonomics – the study of the interface between individuals' physiology and the
characteristics of the physical work environment.
The Canadian Centre for Occupational Health and Safety identifies several workplace
conditions that pose ergonomic hazards:
 Repetitive and forceful movements
 Vibration
 Temperature extremes
 Awkward postures that arise from improper work methods
 Improperly designed workstations, tools, and equipment
Designing Jobs That Meet Mental Capabili5es and Limita5ons

As more and more work activities become information processing activities, the need to
consider cognitive ergonomics is likely to be an emerging trend.

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Chapter 4 – Planning For and Recrui<ng Human Resources

Workforce planning – identifying the numbers and types of employees the organization will
require to meet its objectives.
1. What Is Workforce Planning? (L01-L03)

LO1Di
scusshow t oplanforthehumanr esour
cesneededtocarryouttheorganizat
ion'
sst r
ategy.
 Thefirstst
epinwor kf
orcepl
anni
ngisf
orecast
i
ng.Thr
oughtrendanal
ysi
sandgoodj udgment,t
he
pl
annertri
estodetermi
nethesuppl
yofanddemandforvar
ioushumanresources.
 Ont hebasi
sofwhet
herasurpl
usorashort
agei
sexpect
ed,t
heplanners
etsgoal
sandcreat
esa
str
ategyf
orachi
evi
ngthosegoal
s.Theor
gani
zat
i
ontheni
mplementsit
sHRstrat
egyandeval
uat
es
theresul
t
s.
LO2Deter
minet hedemandf orandsuppl yofworkersinvariousj obcat egori
es.
 Thepl annercanlookatleadi
ngindi
cat
ors,ass
umi nghistor
icalpatt
ernswil
lcont
inuei
nthefut
ure.
Trendanalysiscanconvertsever
all
eadi
ngindicat
orsintoasi ngl
epredict
i
onoflabourneedsand
supply.
 Anal
ysi
sofat
ransi
t
ionalmat
rixcanhel
pthepl
anneri
dent
i
fywhi
chj
obcat
egor
iescanbefil
l
ed
i
nter
nal
l
yandwherehightur
noveri
sli
kel
y.
LO3Summar izetheadvant agesanddi sadvantagesofwayst oeli
mi nat
eal aboursur plusandavoi da
labourshor tage.
 Tor educeasur pl
us,downsiz
ing,payreducti
ons,anddemot i
onsdel i
verf
astresultsbutatahighcost
inhumansuffer i
ngthatmayhur tsur
vivi
ngempl oy
ees 'moti
vati
onandf ut
urerecruit
ing.Tr
ansf
er r
ing
empl oyees,r
equiri
ngthem t
oshar ework,ahiri
ngfreeze,earl
y-r
eti
rementpackages ,andret
raini
ng
alsohav evari
ousadv ant
agesanddisadv ant
ages.
 Toavoidalabourshor
tage,requir
ingov er
ti
mei st
heeasiestandfastestst
rat
egy,whichcaneasil
ybe
changedifcondi
ti
onschange.Howev er
,overt
i
memayex haustworkersandcanhur tmor al
e.
Simil
arl
y,usi
ngtemporaryempl oy
ees ,out
sourci
ng,t
ransf
erri
ng,r
etraini
ng,hir
ingnewempl oyees
,
andus i
ngtechnol
ogyofferadvantagesanddisadvant
agesrequir
ingcar ef
ulconsi
derat
ion.
Organizations should carry out workforce planning so as to meet business objectives and gain
an advantage over competitors. The overall goal of workforce planning is to ensure the
organization has the right people with the right skills in the right places at the right time.

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Figure 4.1 Overview of the Workforce Planning Process
Forecas5ng
Forecasting – the attempts to determine the supply of and demand for various types of
human resources to predict areas within the organization where there will be labour
shortages or surpluses.
In forecasting, the HR professional tries to determine the supply of and demand for various
types of human resources. The primary goal is to predict which areas of the organization will
experience labour shortages or surpluses.
Forecasting the Demand for Labour

Trend analysis – constructing and applying statistical models that predict labour demand
for the next year, given relatively objective statistics from the previous year.
Leading indicators – objective measures that accurately predict future labour demand.
Forecasting the Available Supply of Labour

Transitional matrix – a chart that lists job categories held in one period and shows the
proportion of employees in each of those job categories in a future period.
Determining Labour Surplus or Shortage

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Goal SeZng and Strategic Planning
Downsizing
Downsizing – the planned elimination of large numbers of employees with the goal of
enhancing the organization's competitiveness.
1. Reducing costs—Labour is a large part of a company's total costs, so downsizing is an
attractive place to start cutting costs.
2. Replacing labour with technology—Closing outdated factories, automating, or
introducing other technological changes reduces the need for labour. Often, the labour
savings outweigh the cost of the new technology.
3. Mergers and acquisitions—When organizations combine, they often need less
bureaucratic overhead, so they lay off managers and some professional staff members.
4. Moving to more economical locations—In recent years, many Canadian firms have
shifted jobs to other countries, including Mexico, India, and China, where wages are
lower.
Reducing Hours
Early Retirement Programs

Many organizations are moving from early-retirement programs to phased-retirement
programs. In a phased-retirement program, the organization can continue to enjoy the

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experience of older workers while reducing the number of hours these employees work, as well
as the cost of those employees.
Employing Temporary or Contract Workers
Outsourcing
Contracting with another organization to perform a broad set of services is
called outsourcing.
To ensure success with an outsourcing strategy; companies should follow these guidelines:
 Learn about what the provider can do for the company, not just the costs. Make sure
the company has the necessary skills, including an environment that can meet
standards for clear communication, on-time shipping, contract enforcement, fair
labour practices, and environmental protection. Some companies are keeping
outsourcing inside Canada in order to meet this full set of requirements.
 Do not offshore any work that is proprietary or requires tight security.
 Start small and monitor the work closely, especially in the beginning, when problems
are most likely.
 Look for opportunities to outsource work in areas that promote growth, for example,
by partnering with experts who can help the organization tap new markets.
Overtime and Expanded Hours
Implemen5ng and Evalua5ng the Workforce Plan
Applying Workforce Planning to Employment Equity

Workforce utilization review – a comparison of the proportion of employees in protected
groups with the proportion that each group represents in the relevant labour market.
2. What Is Succession Planning? (L04)

LO4Di
scusst
hest
epsi
nthesuccessi
onpl
anni
ngpr
ocess.
 Successi
onplanningensurest
hatt
heorgani
zati
onident
ifiesqual
i
fiedempl
oyeest
ofil
lor
gani
zat
i
onal
r
olesthatar
eanticipat
edtobecomeav
ailabl
einthefut
ure.
 Successi
onpl
anni
ngf
ocusesonhi
gh-
pot
ent
i
alempl
oyees
.
Succession planning – the process of identifying and tracking high potential employees who
will be able to fill top management positions or other key positions when they become vacant.

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Figure 4.3 Process for Developing a Succession Plan

Succession planning focuses on high-potential employees, that is, employees the organization
believes can succeed in higher-level business positions such as general manager of a business
unit, director of a function (such as marketing or finance), or chief executive officer.
3. Recrui<ng Human Resources

Recruiting – any activity carried on by the organization with the primary purpose of
identifying and attracting potential employees.
Ultimately, an applicant's decision to accept a job offer—and the organization's decision to
make the offer—depend on the fit between vacancy characteristics and applicant
characteristics.

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Figure 4.4 Three Aspects of Recruiting
4. Human Resource Policies (L05)

LO5Di
scusstheuseofemploymentbr
andi
ngandr
ecr
uit
mentpol
ici
esor
gani
zat
ionsuset
omakej
ob
vacanci
esmoreatt
ract
ive.
 Int
ernalr
ecr
uiti
ng(hir
ingfr
om wit
hin)gener
all
ymak esj
obvacanci
esmor
eatt
ract
i
ve,because
candidat
esseeoppor t
unit
i
esforgrowthandadvancement
.Lead-t
he-
mar
ketpaystr
ategi
esmake
j
obseconomi cal
lydesir
abl
e.
 Empl
oyerbr
andi
ngpr
oject
sani
mageoft
heor
gani
zat
i
on,i
ncl
udi
ngi
t
scul
t
ureandk
eybenefit
s.
 Internal versus external recruiting—Organizations with policies to “promote from
within” try to fill vacancies by recruiting candidates internally—that is finding
candidates who already work for the organization. Opportunities for advancement
make a job more attractive to applicants and employees. Decisions about internal
versus external recruiting affect the nature of jobs, recruitment sources, and the nature
of applicants, as we will describe later in the chapter.
 Lead-the-market pay strategies—Pay is an important job characteristic for almost all
applicants. Organizations have a recruiting advantage if their policy is to take a “lead
the market” approach to pay—that is, pay more than the current market wages for a
job. Higher pay can also make up for a job's less desirable features, such as working on
a night shift or outdoors in extreme weather conditions. Organizations that compete
for applicants based on pay may use bonuses, stock options, and other forms of pay
besides wages and salaries.
 Employer branding—Besides advertising specific job openings, as discussed in the next
section, organizations may promote themselves as a good place to work in general.
Employer branding, or employment branding, or recruitment branding is a strategic
approach of attaching a visual, emotional, or cultural brand to an organization.
Employer branding uses marketing techniques to attract, engage, and retain
employees in the effort to become an employer of choice. An employment brand is the
impression the company makes on employees and job seekers. The secret to an effective

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employment brand is differentiating an organization from the competition, targeting

key benefits of the job to the right labour segments, and using multiple platforms to
reach the right audiences. This employment brand, the image an employer projects to
potential hires, should be honest and paint a realistic picture of the company.
5. Recruitment Sources (L06)

LO6Li
standcompar
esour
cesofj
obappl
icant
s.
 I
nternalsources,promotedthroughj
obpost ings,generateappli
cant swhoar ef amil
i
artot
he
organi
zationandmot iv
ateotheremployeesbydemons t
rati
ngoppor tuniti
esforadvancement
.
Howev er,int
ernals
ourcesar eusual
l
yinsuffici
entforallofanorganiz ati
on'sl
abourneeds.Di
rect
appli
cantsandr ef
erral
s,newspaperandmagaz i
neadv erti
si
ng,staffingagencies,anduni
ver
sit
ies
andcollegesofferadvantagesandissuestobeasses sed.
 Electronicrecrui
ti
nggiv
esor gani
zat
ionsaccesst oagloballabourmar ket,t
endstobeinex
pensi
ve,
andal l
owsconv eni
entsear chi
ngofdatabases;however,organizat
ionsmayr ecei
vemany
applicationsfr
om unquali
fiedappli
cants.E-crui
ti
nghasbecomei ncreasingl
ytarget
edand
sophi st
icatedandhasexpandedt oapplicat
ionssuchass ocialnet
wor ki
ngandvi rt
ual
worl
d
recruiti
ng.
Internal Sources (~40%)

Job posting – the process of communicating information about a job vacancy on company
bulletin boards, in employee publications, on corporate intranets, and anywhere else the
organization communicates with employees.
External Sources (~60%)

Direct Applicants and Referrals
Direct applicants – people who apply for a vacancy without prompting from the
organization.
Referrals – people who apply for a vacancy because someone in the organization prompted
them to do so.
Passive job seekers – individuals who are not actively seeking a job.

lOMoARcPSD|22519946
Figure 4.5 External Recruiting Sources
There is enough fit between themselves and the vacant position to warrant submitting an
application, a process called self-selection, which, when it works, eases the pressure on the
organization's recruiting and selection systems.
Nepotism – the practice of hiring relatives.
Ads in Newspapers and Magazines

The person designing a job advertisement needs to answer two questions:
 What do we need to say?
 To whom do we need to say it?
Electronic Recruiting
Public Employment Agencies
Staffing Services Companies

For managers or professionals, an employer may use the services of a type of private agency
called an executive search firm (ESF). People often call these agencies “headhunters” because,
unlike other employment agencies, they find new jobs for people almost exclusively already
employed.
Universities and Colleges

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Evalua5ng the Quality of a Source

Yield ratios – a ratio that expresses the percentage of applicants who successfully move from
one stage of the recruitment and selection process to the next.
Another measure of recruitment success is the cost per hire. To compute this amount, find the
cost of using a particular recruitment source for a particular type of vacancy.
6. Recruiter Traits and Behaviours (L07)

LO7Descr
ibet
her
ecr
uit
er'
srol
eint
her
ecr
uit
mentpr
ocess,i
ncl
udi
ngl
imi
tsandoppor
tuni
ti
es.
 Throughthei
rbehavi
ourandot herchar
act
erist
ics,recr
uit
ersi
nfluencet
henatureoft
hejobvacanc
y
andthekindsofappl
icantsgenerat
ed.Appl
icantstendtoperceivejobexper
tsasmorecredi
bl
ethan
recr
uit
erswhoareHRs peci
ali
sts.
 Recr
uit
erscani
mprovethei
rimpactbyprovi
di
ngt
i
melyfeedback,av
oidi
ngbehavi
ourt
hatcont
ri
but
es
t
oanegativei
mpressi
onoftheorgani
zat
i
on,andt
eamingupwi t
hjobexper
ts.
The ideal recruiter is a talent magnet—top recruiters are able to attract talent.
Characteris5cs of the Recruiter
Behaviour of the Recruiter

Realistic job previews – background information about a job's positive and negative
qualities.

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Enhancing the Recruiter’s Impact

 Recruiters should provide timely feedback. Applicants dislike delays in feedback. They
may draw negative conclusions about the organization (for starters, that the
organization doesn't care about their application).
 Recruiters should avoid offensive behaviour. They should avoid behaving in ways that
might convey the wrong impression about the organization.55 Figure 4.6 quotes
applicants who felt they had extremely bad experiences with recruiters. Their
statements provide examples of behaviours to avoid.
 The organization can recruit with teams rather than individual recruiters. Applicants
view job experts as more credible than HR specialists, and a team can include both
kinds of recruiters. HR specialists on the team provide knowledge about company
policies and procedures and ensure the integrity of the process, consistency, and
compliance with human rights legislation.

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Chapter 5 – Selec<ng Employees

1. What Are the Steps in the Selec<on Process? (L01)
 Select
iontypi
cal
l
ybeginswitharevi
ewofcandi
dat
es'
empl oymentappli
cat
i
onsandr ésumés.The
organi
zati
onadmini
st
erstestst
ocandidat
eswhomeetrequir
ements,andqual
i
fiedcandidat
es
undergooneormoreinter
views.
 Organi
zati
onscheckref
erencesandconductbackgr
oundcheckstover
if
ytheaccuracyof
i
nformat
ionprovi
dedbycandidat
es.Acandidatei
sselect
edt
ofil
leachvacantposi
t
ion.Candi
dat
es
whoacceptoffer
sarepl
acedi nt
heposit
ionsforwhi
chtheyweresel
ect
ed.
Figure 5.1 Steps in the Selection Process
From science, we have basic standards for this:

 The selection method provides reliable information.
 The method provides valid information.
 The information can be generalized to apply to the candidates.
 The method offers high utility (practical value).
 The selection criteria are legal.
2. What Are the Criteria for Evalua<ng Selec<on Methods? (L02)

 Onecri
t
eri
onisrel
iabi
l
it
y,whi
chindi
cat
esthemethodisf
reefr
om random er
ror
,sothat
measur
ementsareconsi
st
ent
.Aselect
ionmethodshoul
dalsobev al
i
d,meaningt
hatperfor
mance
ont
hemeasure(suchasatestscor
e)i
srelat
edtowhatt
hemeas ureisdesi
gnedtoassess(suc
has
j
obperf
ormance)
.
 Aselecti
onmet hodal
soshouldbegeneral
i
zabl
e,sothati
tappl
iestomorethanonespeci
fic
si
tuat
ion.Eachselect
i
onmethods houl
dhaveut
il
it
y,meaningi
tprovi
deseconomicval
uegreatert
han
i
tscost.Fi
nall
y,sel
ect
ionmethodsshoul
dmeetthelegalr
equi
rementsf
oremploymentdecisi
ons.
Reliability
Reliability – the extent to which a measurement generates consistent results, i.e., is free from
random error.
Validity
Validity – the extent to which performance on a measure (such as a test score) is related to
what the measure is designed to assess (such as job performance).
Criterion-related Validity

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Criterion-related validity – a measure of validity based on showing a substantial

correlation between test scores and job performance scores.
Figure 5.2 Criterion-Related Measurements of a Student’s Aptitude
Two kinds of research are possible for arriving at criterion-related validity:
 Predictive Validation – research that uses the test scores of all applicants and looks
for a relationship between the scores and future performance of the applicants who
were hired.
 Concurrent Validation – research that consists of administering a test to people who
currently hold a job, then comparing their scores to existing measures of job
performance.
Content and Construct Validity

Content Validity – consistency between the test items or problems and the kinds of situations
or problems that occur on the job.
Construct Validity – consistency between a high score on a test and a high level of a
construct such as intelligence or leadership ability, as well as between mastery of this
construct and successful performance on the job.
Ability to Generalize
Generalizable – valid in other contexts beyond the context in which the selection method was
developed.
Prac5cal Value
Utility – the extent to which the selection method provides economic value greater than its
cost.
3. What Are the Legal Standards for Selec<on? (L03)

Thesel
ecti
onpr
ocessmustcomplywit
hhumanright
sandpri
vacyl
egi
slat
i
onandbeconduct
edi
nafair
andconsi
st
entmanner
.Select
i
onmethodsmustbevali
dforj
obper
for
mance.Quest
i
onsmaynotgat
her
i
nfor
mati
onaboutpr
ohi
bit
edgrounds
.

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lOMoARcPSD|22519946
4. Job Applica<ons and Resumes (L04)

 Nearlyal
lor
ganizati
onsgatheri
nfor
mationthr
oughempl oymentappli
cat
ionsandr ésumés .These
methodsareinexpensi
ve,andjobappli
cati
onsstandar
dizebasi
cinformati
onreceivedfrom al
l
appl
icant
s.Theinfor
mationisnotnecessar
il
yrel
iabl
e,becauseeachappl i
cantprovidesthe
i
nformati
on.
 Referencesandbackgroundcheckshelptoverif
ytheaccurac
yofthei
nfor
mati
on.Employmenttest
s
andwor ksamplesaremor eobj
ecti
ve.Tobel egal
,anytestmustmeas
ureabi
li
t
iesthatact
ual
lyare
associat
edwithsuccessf
uljobper
formance.Testsshoul
dbeselect
edtoberel
atedtosucces
sfulj
ob
perf
ormanceandav oidhumanr i
ghtsvi
olat
ions.
 Int
erviewsarewidelyusedtoobtai
ninformati
onaboutacandidate'
sinter
personaland
communi cati
onskil
lsandtogathermor edet
ail
edinf
ormati
onaboutacandi date'
sbackground.
Structur
edinter
viewsaremorev al
idthanunstr
uctur
edones.Situati
onalandbehaviour
alinter
views
providegreat
ervali
dit
ythangeneralquesti
ons.I
nter
viewsarecostlyandmayi ntr
oducebiasintothe
selecti
onprocess.Organi
zat
ionscanmi ni
mizethedrawbacksthroughpreparati
onandtraini
ng.
Applica5ons
Employment applications include areas for applicants to provide several types of information:
 Contact information. The employee's name, address, phone number, and email address.
 Work experience. Companies the applicant worked for, job titles, and dates of
employment.
 Educational background. High school, college, or university attended and diploma(s)
or degree(s) awarded.
 Applicant's signature. Signature or verification following a statement that the
applicant has provided true and complete information.
Resumes
Applicant tracking system – a software application that streamlines the flow of information
between job seekers, HR staff, and hiring managers.
References
Negligent hiring – a situation where an employer may be found liable for harm an employee
causes to others if references and background checks were not performed adequately at the
time of hiring.
Background Checks
5. Employment Tests and Work Samples (L05)

 Physi
calabi
l
it
ytest
smeasurest
rengt
h,endur
ance,ps
ychomotorabil
i
ti
es,andot
herphy
sical
abi
l
it
ies
.
Theycanbeaccurat
ebutcandi
scri
minat
eandarenotalway
sj ob-
rel
ated.
 Cogni
tiv
eabil
it
ytest
s,orint
ell
i
gencetest
s,t
endtobev
ali
d,especi
all
yforcomplexj
obsandt
hose
r
equir
ingadapt
abil
it
y.Jobperf
ormancetest
stendt
obeval
idbutarenotalway
sgeneral
iz
abl
e.
 Personal
i
tytestsmeasur
epers
onali
tytrai
t
ssuchasextrover
sionandadjustment.Organizat
ionsmay
usehonestytestsaswel
laspr
e-employmentdr
ugtest
si nsomecircumstances,e.
g.,forsaf
ety-
sensit
i
vejobs.Amedicalex
aminat
i
onmaybeacondi t
i
onofempl oyment,buttoavoiddiscri
minat
ion

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agai
nstper
sonswi
thdisabi
l
it
ies
,or
gani
zat
i
onsus
ual
l
yadmi
ni
st
eramedi
cal
exam onl
yaf
termaki
ng
acondit
i
onalj
oboffer
.
Aptitude test – tests that assess how well a person can learn or acquire skills and abilities.
Achievement test – tests that measure a person's existing knowledge and skills.
Physical Ability Tests
Cogni5ve Ability Tests

Cognitive ability tests – tests designed to measure such mental abilities as verbal skills,
quantitative skills, and reasoning ability.
Job Performance Tests and Work Samples

Assessment centre – a wide variety of specific selection programs that use multiple selection
methods to rate applicants or job incumbents on their management potential.
Personality Inventories
Honesty, Alcohol, and Drug Tests
“The Canadian Human Rights Commission Policy on Alcohol and Drug Testing” prohibits the
following types of testing:
 Pre-employment drug testing
 Pre-employment alcohol testing
 Random drug testing
 Random alcohol testing of employees in non-safety-sensitive positions.
Medical Examina5ons
6. Interviews (L06)
Int
ervi
ewss houldbefocused,st
ructured,ands t
andar
dized.Intervi
ewersshoul
dident
if
yjobrequi
rements
andcreatealistofquest
ionsrel
atedtot herequi
rements
.Interviewersshoul
dbetrai
nedtorecognizet
hei
r
ownper sonalbi
asesandconductobj ectiv
einter
views
.Paneli ntervi
ewscanreduceprobl
emsr el
atedt
o

lOMoARcPSD|22519946
i
nter
viewerbi
as.I
nter
viewer
sal
soshoul
dbepr
epar
edt
opr
ovi
dei
nfor
mat
i
onaboutt
hej
obandt
he
or
ganizat
ion.
Interview Techniques
Non-directive interview – a selection interview in which the interviewer has great
discretion in choosing questions to ask each candidate.
Structured interview – a selection interview that consists of a predetermined set of
questions for the interviewer to ask.
Situational interview – a structured interview in which the interviewer describes a situation
likely to arise on the job, then asks the candidate what he or she would do in that situation.
Behavioural interview – a structured interview in which the interviewer asks the candidate
to describe how he or she handled a type of situation in the past.
Panel interview – selection interview in which several members of the organization meet to
interview each candid
Advantages and Disadvantages of Interviewing

Preparing to Interview
7. Selec<on Decisions (L07)
 Theor
ganiz
ati
onshoul
dfocusont
heobj
ect
i
veoffi
ndi
ngt
heper
sonwhowi
l
lbet
hebes
tfitwi
t
hthe
j
obandorgani
zat
i
on.
 Decisi
onmak er
smayus eamulti
ple-hurdl
emodel,inwhi
cheachstageofthesel
ecti
onprocess
eli
minat
ess omeofthecandidat
esfrom consi
derat
ionatt
hefol
lowi
ngstages.Analt
ernat
iv
eisa
compens at
orymodel,i
nwhichallcandidat
esareev al
uat
edwit
hallmethods.Acandi
datewho
scorespoorl
ywit
honemet hodmaybesel ect
edifheorshescoresver
yhighonanothermeas ur
e.
How Organiza5ons Select Employees

Multiple-hurdle model – process of arriving at a selection decision by eliminating some
candidates at each stage of the selection process.
Compensatory model – process of arriving at a selection decision in which a very high score
on one type of assessment can make up for a low score on another.
Communica5ng the Decision

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Chapter 6 – Training and Developing Employees

1. Introduc<on
Employee development – the combination of formal education, job experiences,
relationships, and assessment of personality and abilities to help employees prepare for the
future of their careers.
2. Training, Learning, and Development Linked to Organiza<onal Needs and

Strategy (L01)
 Or
gani
zat
i
onsneedt
oest
abl
i
sht
rai
ni
ngpr
ogr
amst
hatar
eeffect
i
ve.
 Organizati
onscreat
es uchprogr
amsthr
oughinstr
uctional
desi
gn.Thi
sprocessbegi
nswit
haneeds
assessment ,t
henensuresreadi
nessf
ortr
aini
ng,plansatrai
ni
ngprogr
am,implementst
hepr
ogr
am,
andev aluat
estheresult
s.
Instructional design – a process of systematically developing training to meet specified
needs.

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Figure 6.1 Stages of instructional design

Learning management system – a computer application that automates the
administration, development, and delivery of training and development programs.
3. What is Needs Assessment? (L02)

 Needsassessmentconsi
st
sofanor
gani
zat
i
onanal
ysi
s,per
sonanal
ysi
s,andt
askanal
ysi
s.
 Theor ganiz
at i
onanal y
sisdeter
minest heappropr
iat
enessoft r
aini
ngbyev al
uati
ngthe
character
ist
icsoft heorgani
zati
on,includi
ngit
sstr
ategy,resources
,andmanagementsuppor t
.The
personanaly si
sdet er
minesindi
viduals'needsandreadinessfortr
aini
ng.Thetaskanal
ysi
sident
ifies
thetasks,knowl edge,ski
ll
s,andbehavi our
sthatt
rai
ningshouldemphasi z
e.
 Readi
nessf
ortr
aini
ngi
sacombi
nat
i
onofempl
oyeechar
act
eri
st
icsandposi
t
ivewor
kenvi
ronment
t
hatper
mitt
rai
ni
ng.
Needs assessment – the process of evaluating the organization, individual employees, and
employees' tasks to determine what kinds of training, if any, are necessary.
The needs assessment answers questions in the three broad areas:
1. Organization—What is the context in which training will occur?
2. Person—Who needs training?
3. Task—What topics should the training cover?
Organiza5onal Analysis
Organization analysis – a process for determining the appropriateness of training by
evaluating the characteristics of the organization.
Person Analysis
Person analysis – a process for determining individuals' needs and readiness for training.
 Do performance deficiencies result from a competency gap—that is, a lack of
knowledge, skill, or ability? (If so, training is appropriate; if not, other solutions are
more relevant.)
 Who needs training?
 Are these employees ready for training?
Task Analysis
Task analysis – the process of identifying the tasks and competencies that training should
emphasize.
4. Readiness for Training

Readiness for training – a combination of employee characteristics and positive work
environment that permit training.

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Employee Readiness Characteris5cs

To be ready to learn, employees need basic learning skills, especially cognitive ability, which
includes being able to use written and spoken language, solve math problems, and use logic to
solve problems.
Work Environment
Situational constraints are the limits on training's effectiveness that arise from the situation
or the conditions within the organization. Social support refers to the ways the organization's
people encourage training, including giving trainees positive feedback and encouragement,
sharing information about participating in training programs, and expressing positive
attitudes toward the organization's training programs.
5. How to Plan and Design the Training Program (L03)

 Planni
ngbeginswi
thestabl
i
shingobject
i
vesfort
hetrai
ni
ngprogr
am.Theseshoul
ddefinean
expect
edperfor
manceoroutcome,thedesi
redlevel
ofperf
ormance,andt
hecondi
ti
onsunderwhi
ch
theperf
ormanceshoul
doccur.
 Onthebasisoftheobject
iv
es ,t
heplannerdeci
deswhowi
l
lpr
ovi
dethetr
aini
ng,whatt
opi
cst
he
t
rai
ningwi
llcover,whatt
rai
ningmethodstouse,andhowt
oeval
uat
ethetr
aini
ng.
 Evenwhenor
gani
zat
i
onspur c
haseoutsi
detrai
ni
ng,someoneintheor
gani
zat
i
on,usual
l
yamember
oft
heHRdepart
ment,i
sresponsi
bl
efortr
aini
ngadmini
st
rati
on.
 Thet rai
ni
ngmethodsselect
eds houldberelatedtotheobjecti
vesandcontentofthetr
aini
ng
program.Methodsi
ncl
udecl assroom i
nst
ruction;audi
ovi
sual i
nst
ructi
on;computer-
basedtr
aini
ng;
on-t
he- j
obtr
aini
ngmethodssuc hasapprenticeships
,int
ernshi
ps,andcooperati
veeducati
on;
businessgamesandcases;ex perient
i
alprograms;andteam trai
ning.
Objec5ves of the Program

Effective training objectives have three components:
 They include a statement of what the employee is expected to do, the quality or level of
performance that is acceptable, and the conditions under which the employee is to
apply what he or she learned (for instance, physical conditions, mental stresses, or
equipment failure).
 They include performance standards that are measurable.
 They identify the resources needed to carry out the desired performance or outcome.
Successful training requires employees to learn and also employers to provide the
necessary resources.
In-House or Contracted Out?

To select a training service, an organization can send several vendors a request for proposal
(RFP), a document outlining the type of service needed, the type and number of references
needed, the number of employees to be trained, the date by which the training is to be
completed, and the date by which proposals should be received.

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Even in organizations that send employees to outside training programs, someone in the
organization may be responsible for coordinating the overall training program.
Called training administration, this is typically the responsibility of a human resources
professional. Training administration includes activities before, during, and after training
sessions.
6. What Training Methods Are Available?
Figure 6.2 Delivery Method
Classroom Instruc5on
Technology has expanded the notion of the classroom to classes of trainees scattered in
various locations. With distance learning, trainees at different locations attend programs
online, using their computers to view lectures, participate in discussions, and share
documents.
Audiovisual Training
Computer-based Training
Current applications of computer-based training can extend its benefits:
 E-learning - receiving training via the Internet or the organization's intranet.
 Electronic performance support systems (EPSS) provide access to skills training,
information, and expert advice when a problem occurs on the job.
On-the-Job Training
On-the-job training (OJT) – training methods in which a person with job experience and
skill guides trainees in practising job skills at the workplace.

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Apprenticeship – a work-study training method that teaches job skills through a

combination of on-the-job training and technical training.
Internship – on-the-job learning sponsored by an educational institution as a component of
an academic program.
Cooperative education – a plan of higher education that incorporates paid work experience
as an integral part of academic studies.
To be effective, OJT programs should include several characteristics:

 The organization should issue a policy statement describing the purpose of OJT and
emphasizing the organization's support for it.
 The organization should specify who is accountable for conducting OJT. This
accountability should be included in the relevant job descriptions.
 The organization should review OJT practices at companies in similar industries.
 Managers and peers should be trained in OJT principles.
 Employees who conduct OJT should have access to lesson plans, checklists, procedure
manuals, training manuals, learning contracts, and progress report forms.
 Before conducting OJT with an employee, the organization should assess the
employees' level of basic skills.
Simula5ons
Simulation – a training method that represents a real-life situation, with trainees making
decisions resulting in outcomes that mirror what would happen on the job.
Avatars – computer depictions of trainees, which the trainees manipulate in an online role-
play.
Virtual reality – a computer-based technology that provides an interactive, three-
dimensional learning experience.
Business Games and Case Studies

Behaviour Modelling
Experien5al Programs
Experiential program – training programs in which participants learn concepts and apply
them by simulating behaviours involved and analyzing the activity, connecting it with real-life
situations.
Adventure learning – a teamwork and leadership training program based on the use of
challenging, structured outdoor activities.
Team Training
Cross-training – team training in which team members understand and practise each other's
skills so that they are prepared to step in and take another member's place.

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Coordination training – team training that teaches the team how to share information and
make decisions to obtain the best team performance.
Ac5on Learning
Action learning – training in which teams get an actual problem, work on solving it, commit
to an action plan, and are accountable for carrying it out.
7. Implemen<ng and Evalua<ng the Training Program (L04)

 I
mplementati
onshouldappl ypri
nci
pl
esofl earni
ng.Ingener
al,effect
i
vet r
aini
ngcommunicates
l
ear
ningobjecti
ves,presentsi
nfor
mat i
onindisti
ncti
veandmemor abl
eway s,andhel
pstrai
neesli
nk
t
hesubjectmattert
otheirjobs.Consider
ati
ons houl
dalsobegivent oensur i
ngempl
oyeeshavethe
r
equir
edwor kpl
acelit
eracyskil
lst
os ucceedandper for
m wel
lintheirjobs.
 Trai
ningcanbeevaluat
edatfourlevels—react
i
on,l
earni
ng,behavi
our,andresul
ts
.Evaluat
ionof
trai
ni
ngshoul
dlookfortr
ansferoftr
ainingbymeasur
ingwhetheremployeesareperf
ormingthetas
ks
taughti
nthetr
aini
ngprogram.Asses smentoft
rai
ni
ngalsoshouldevaluat
etrai
ni
ngoutcomes .
Principles of Learning
Readability – the difficulty level of written materials.

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Measuring Results of Training
Figure 6.3 Measures of Training Evaluation
 Reaction. Satisfaction with the program.

 Learning. Knowledge and skills gained.
 Behaviour. Behaviour changes.
 Results. Improvements in individual and organizational performance.
Evaluation Methods
Transfer of training – on-the-job use of knowledge, skills, and behaviours learned in traini
The organization can measure this by asking employees three questions about specific
training-related tasks:
1. Do you perform the task?
2. How many times do you perform the task?
3. To what extent do you perform difficult and challenging learned tasks?
Possible outcomes include the following:

 Trainee and supervisor satisfaction with the training program (reaction)
 Information such as facts, techniques, and procedures that trainees can recall after the
training (learning)
 Skills that trainees can demonstrate in tests or on the job (behaviour)
 Changes in behaviour related to the content of the training, for example, concern for
safety or support of diversity (behaviour)
 Improvements in individual, group, or company performance, for example, greater
customer satisfaction, more sales, fewer defects (results)
A simpler but less accurate way to assess the training is to conduct a pre-test and post-test on
all trainees, comparing their performance, knowledge, or behaviours before and after the
training.

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8. Applica<ons of Training (L05)

 Empl
oy eeorientat
i
on(onboardi
ng)istrai
ningdesignedtopr
eparenewempl oyeest
operformthei
r
j
obeffect
ivel
y,lear
nabouttheorganizati
on,andestabli
shworkrel
ati
onshi
ps.Atypi
cal
orient
ati
on
pr
ogr
am i ncl
udesinfor
mati
onaboutt heov er
all
companyandt hedepartmenti
nwhichthenew
empl
oy eewil
l beworki
ng,cover
ingsocialaswel l
ast ec
hni
calaspect
softhejob.
 Ori
entat
i
onprogramsmaycombi
nes
ever
alt
rai
ni
ngmet
hods
,fr
om pr
int
edmat
eri
al
stoon-
the-
job
t
rai
ningtoe-
lear
ning.
 Diver
sit
ytr
aini
ngi
sdesi
gnedtochangeempl
oyeeat
ti
tudesaboutdi
ver
sit
yand/
ordev
elopski
l
ls
neededtoworkwi
thadi
verseworkf
orce.
Orienta5on of New Employees – Onboarding

Orientation – training designed to prepare employees to perform their jobs effectively, learn
about their organization, and establish work relationships.
Increasingly, employee orientation is referred to as onboarding, reflecting the critical role
these programs play.
Diversity Training
Diversity training – training designed to change employee attitudes about diversity and/or
develop skills needed to work with a diverse workforce.
9. Approaches to Employee Development (L06 + L07)

 Organizat
i
onsmayus ef
ormaleducati
onalprogr
amsattheworkpl
aceoroffsi
t
esuchasi
n
workshops,col
legeanduniv
ersi
typrograms,company
-sponsor
edtrai
ni
ng,orprogr
amsoffer
edby
i
ndependentinsti
tut
i
ons.
 Organi
zat
i
onsmayus etheassessmentpr
ocesst
ohel
pempl
oyeesi
dent
i
fyst
rengt
hsandar
eas
r
equiri
ngf
urt
herdev
elopment.
 Jobexper
ienceshel
pempl
oyeesdev
elopbyst
ret
chi
ngcompet
enci
esast
heymeetnewchal
l
enges
.
 Int
erpers
onal r
elati
onshi
pswithamor eexper i
encedmemberoft heorgani z
ation—ofteninther
oleof
mentororcoac hcanhelpempl oyeesdev elopthei
runder st
andingoftheor ganizat
ionandits
cust
omer s.
 Ament orisanexper i
enced,pr
oduct i
veseni oremployeewhohel psdev elopal essexperi
enced
employee.Alt
houghmostment ori
ngr el
ati
ons hi
psdev elopinf
ormall
y,organizati
onscanl i
nk
mentori
ngt odevelopmentgoalsbyest abl
ishingaformal mentori
ngprogr am.
 Acoac hisapeerormanagerwhowor kswi t
hanempl oyeetomotivat
et heempl oyee,hel
phim or
herdevelopskil
ls,andprovi
der ei
nfor
cementandf eedback.
Development for Careers

Protean career – a career that frequently changes based on changes in the person's interests,
abilities, and values, and in the work environment.
This concept is consistent with the modern psychological contract. Employees look for
organizations to provide, not job security and a career ladder to climb, but instead
development opportunities and flexible work arrangements.
As organizations provide for employee development (and as employees take control of their
own careers), they well need to (1) determine their interests, skills, and areas of needed

lOMoARcPSD|22519946
development and (2) seek development experiences involving jobs, relationships, and formal
courses. Organizations can meet these needs through a system for career
management or development planning. Career management helps employees select
development activities that prepare them to meet their career goals.
Figure 6.4 The Four Approaches to Employment Development
Formal Educa5on
Assessment
Assessment – collecting information and providing feedback to employees about their
behaviour, communication style, or skills.
Benchmarks – a measurement tool that gathers ratings of a manager's use of skills
associated with success in managing.

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360-degree feedback—performance measurement by the employee's supervisor, peers,

direct reports, and customers. Often the feedback involves rating the individual in terms of
skills, competencies, and work-related behaviours.
Job Experience
Job experiences – the combination of relationships, problems, demands, tasks, and other
features of an employee's job.

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Figure 6.5 How Job Experiences Are Used For Employee Development
Job Enlargement
Job enlargement involves adding challenges or new responsibilities to employees' current
jobs.
Job Rotation
Job rotation – moving employees through a series of job assignments in one or more
functional areas.
Job rotation is most likely to succeed when it meets certain conditions:
 The organization establishes and communicates clear policies about which positions
are eligible for job rotation. Job rotation for nonmanagement employees as well as
managers can be beneficial, depending on the program's objectives.
 Employees and their managers understand and agree on the expectations for the job
rotation, including which skills are to be developed.
 Goals for the program support business goals. These might including exposing high-
potential employees to a variety of business units, customers, or geographic areas in
preparation for management positions or rotating experienced, talented employees
through several business units to mentor or coach them.
 The rotation schedule is realistic, taking into account how long employees will need to
become familiar with their new position, as well as how much time is needed for
employees to complete the assignments.
 Top management is committed to the program's success.
 Someone is responsible for measuring whether the program is meeting it goals.
Transfers, Promotions, and Downward Moves

Transfer – assignment of an employee to a position in a different area of the company,
usually in a lateral move.

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Downward move – assignment of an employee to a position with less responsibility and

authority.
Promotion – assignment of an employee to a position with greater challenges, more
responsibility, and more authority than in the previous job, usually accompanied by a pay
increase.
Temporary Assignments with Other Organization
Externship – employee development through a full-time temporary position at another
organization.
Sabbatical – a leave of absence from an organization to renew or develop skill.
Interpersonal Rela5onships
Mentors
Mentor – an experienced, productive senior employee who helps develop a less experienced
employee (a protégé or mentee).
Mentoring programs tend to be most successful when they are voluntary and participants
understand the details of the program.
So that more employees can benefit from mentoring, some organizations use group mentoring
programs, which assign four to six protégés to a successful senior employee.
Coaching
Coach – a peer or manager who works with an employee to provide a source of motivation,
help him or her develop skills, and provide reinforcement and feedback.
Coaches may play one or more of three roles:
1. Working one-on-one with an employee, as when giving feedback.
2. Helping employees learn for themselves—for example, helping them find experts and
teaching them to obtain feedback from others.
3. Providing resources such as mentors, courses, or job experiences.
10. Career Management Systems (L08)

 I
nthefir
ststep,dat
agatheri
ng,employeesdet
ermi
netheircar
eerint
erests
,val
ues,apt
i
tudes
,and
behavi
oural
tendenci
es,looki
ngforopport
uni
ti
esandareasneedingdev el
opment
.

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 Thesecondstepisf
eedback,dur
ingwhi
chtheor
gani zat
ioncommunicat
esi
nfor
mat
i
onaboutt
he
empl
oyee'ss
kill
sandknowledgeandhowthesefiti
ntotheorgani
zat
i
on'spl
an.
 Theempl
oyeet
hensetsgoal
sanddiscussesthem wi
t
hhi
sorhermanager
,whoens
urest
hatt
he
goal
sar
especi
fic
,chal
l
engi
ng,andatt
ainabl
e.
 Final
ly
,theempl
oyeeworkswi
t
hhisorhermanagert
ocreat
eanact
i
onpl
anf
ordev
elopment
acti
vi
ti
esthatwi
l
lhel
ptheempl
oyeeachi
evet
hegoals.
 The“gl
asscei
li
ng”isabarri
erthathasbeenobserv
edpr event
i
ngwomenandot hermembersoft
he
empl
oymentequit
ytargetgroupsfr
om achi
evi
ngtopjobsinanorganiz
ation.Dev
elopmentpr
ogr
ams
canensur
ethatt
heseempl oyeesrecei
veaccesst
odev el
opmentresources.
 Fordy
sf unct
i
onalmanagerswhohavethepot
ent
i
altocont
ri
butetotheor
gani
zat
i
on,t
heor
gani
zat
i
on
mayofferdevel
opmenttar
get
edatcorr
ecti
ngt
heareasofdysf
uncti
on.
Figure 6.6 Steps in the Career Management Process
Data Gathering
Self-assessment – the use of information by employees to determine their career interests,
values, aptitudes, behavioural tendencies, and development needs.
Feedback
Feedback – information employers give employees about their skills and knowledge and
where these assets fit into the organization's plans.
Career paths – the identified pattern or progression of jobs or roles within an organization.
Goal SeZng
These goals usually involve one or more of the following categories:
 Desired roles, such as becoming a team leader within three years.
 Level of competency—for example, to apply one's budgeting skills to improve the unit's
cash flow problems.
 Work setting—for example, to move to corporate marketing within two years.

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 Skill acquisition, such as learning how to use the company's human resource
information system.
Ac5on Planning and Follow-Up

In the final step, employees prepare an action plan for how they will achieve their short- and
long-term career goals. The outcome of action planning often takes the form of a development
plan.
Figure 6.7 Development Plan
11. Development-Related Challenges

The Glass Ceiling
Glass ceiling – circumstances resembling an invisible barrier that keep most women and
other members of the employment equity groups from attaining the top jobs in organizations.

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Dysfunc5onal Managers

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Chapter 7 – Managing Employees’ Performance

1. The Process of Performance Management (L01)
LO1I
dent
if
ytheact
ivi
ti
esi
nvol
vedi
nper
for
mancemanagement
.
 Perf
ormancemanagementi
stheprocesst
hroughwhi
chmanager
sens
uret
hatempl
oyees'
act
i
vit
i
es
andoutput
scont
ri
butet
otheorgani
zati
on'
sgoals
.
 Theor ganiz
ationbeginsbys peci
fyi
ngwhichas pect
sofper f
ormancearerelevant
;therel
evant
aspectsofper formancearemeasuredthroughper f
ormanceappr ai
sal
;andfinal
ly
,inperf
ormance
feedbacksessi ons,managersprovi
deempl oy
eeswi thi
nformati
onabouttheirper
formancesothey
canmodi fytheirbehavi
ourtomeett heor
ganizati
on'sgoals
.
Figure 7.1 Stages of the Performance Management Process
Figure 7.2 Effectiveness of Performance Management System

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2. What Are the Purposes of Performance Management? (L02)

LO2Di
scusst
hepur
posesofper
for
mancemanagementsyst
ems.
 Or
gani
zat
i
onsest
abl
i
shper
for
mancemanagements
yst
emst
omeett
hreebr
oadpur
poses
:
 St
rat
egi
cpurpose.Meet
i
ngbusi
nessobj
ect
i
vesbyhel
pi
ngt
oli
nkempl
oyees'
behavi
ourwi
t
hthe
or
gani
zat
ion'
sgoals
.
 Admini
st
rat
iv
epurpose.Pr
ovi
di
nginf
ormati
onf
orday
-to-
daydeci
si
onsabouts
alar
y,benefit
s,
r
ecogni
ti
on,andr
etenti
onort
ermi
nat
ion.
 Devel
opment
alpur
pos
e.Usi
ngt
hes
yst
em asabasi
sfordev
elopi
ngempl
oyees'
knowl
edgeand
ski
l
ls.
Organizations establish performance management systems to meet three broad purposes:
strategic, administrative, and developmental. Strategic purpose means effective performance
management helps the organization achieve its business objectives.
The administrative purpose of a performance management system refers to how
organizations use the system to provide information for day-to-day decisions about salary,
benefits, and recognition programs.
Finally, performance management has a developmental purpose, meaning that it serves as a
basis for developing employees' knowledge and skills.
3. What Are the Criteria for Ecec<ve Performance Management? (L03)

LO3Definefivecr
it
eri
aformeasur
ingt
heeffect
ivenessofaper
for
mancemanagementsyst
em.
 Per
for
mancemeasur
esshoul
dfitwi
t
htheor
gani
zat
i
on'
sst
rat
egybysuppor
ti
ngi
t
sgoal
sandcul
t
ure.
 Perf
ormancemeasuresshoul
dbeval
id,thati
s,meas
ureal
lt
her
elev
antaspect
sofper
for
manceand
notmeasurei
rr
elev
antaspect
sofper
formance.
 Measur
esshoul
dprovi
dei
nter
rat
erandt
est
-r
etestr
eli
abi
l
it
y,t
hati
s,appr
aisal
sar
econsi
st
entamong
r
ater
sandovert
ime.
 Measur
esshoul
dbeaccept
abl
etot
hepeopl
ewhous
ethem orr
ecei
vef
eedbackf
rom t
hem.
 Fi
nal
l
y,aper
for
mancemeasur
eshoul
dspeci
fical
l
ytel
lempl
oyeeswhati
sex
pect
edoft
hem andhow
t
heycanmeett
hos
eexpect
ati
ons
.

lOMoARcPSD|22519946
Figure 7.3 Criteria for Effective Performance Management
 Fit with strategy—A performance management system should aim at achieving

employee behaviour and attitudes that support the organization's strategy, goals, and
culture. Performance appraisals should measure whether employees are engaging in
those behaviours. Feedback should help employees improve in those areas. When an
organization's strategy changes, human resource professionals should help managers
assess how the performance management system should change to serve the new
strategy.
 Validity—whether the appraisal measures all the relevant aspects of performance and
omits irrelevant aspects of performance.
Figure 7.4 Contamination and Deficiency of a Job Performance Measure
Figure 7.4 shows two sets of information. The circle on the left represents all the
information in a performance appraisal; the circle on the right represents all relevant
measures of job performance. The overlap of the circles contains the valid information.
Information that is gathered but irrelevant is “contamination.” Information that is not

lOMoARcPSD|22519946
gathered but is relevant represents a deficiency of the performance measure.

Performance measures should minimize both contamination and deficiency.
 Reliability—With regard to a performance measure, reliability describes the
consistency of the results that the performance measure will deliver. Interrater
reliability is consistency of results when more than one person measures performance.
Simply asking a supervisor to rate an employee's performance on a scale of 1 to 5
would likely have low interrater reliability; the rating will differ depending on who is
scoring the employees. Test-retest reliability refers to consistency of results over time. If
a performance measure lacks test-retest reliability, determining whether an
employee's performance has truly changed over time will be impossible.
 Acceptability—Whether or not a measure is valid and reliable, it must meet the
practical standard of being acceptable to the people who use it. For example, the
people who use a performance measure must believe that it is not too time-consuming.
Likewise, if employees believe the measure is unfair, they will not use the feedback as a
basis for improving their performance.
 Specific feedb
 —A performance measure should specifically tell employees what is expected of them
and how they can meet those expectations. Being specific helps performance
management meet the goals of supporting strategy and developing employees. Being
specific may also mean the performance measure can be defined in quantitative terms.
If a measure does not specify what an employee must do to help the organization
achieve its goals, it does not support the strategy. If the measure fails to point out
performance gaps, employees will not know how to improve.
4. How Is Performance Measured? (L04)

LO4Compar
ethemaj
ormet
hodsf
ormeasur
ingper
for
mance.
 Per
formancemeasur
ementmayus
er anki
ngsyst
emssuchassi
mpleranki
ng,f
orceddist
ri
but
i
on,or
pai
redcompar
isonst
ocompar
eoneindivi
dual
'
sperf
ormancewi
t
hthatofot
heremployees.
 Alt
houghti
me-consuming,andmaybeseenasunf
airunders
omecir
cumstances,r
anking
count
eract
ssomef or
msofr at
erbi
asandhel
psdi
st
inguis
hemploy
eesforadmini
str
ati
vedeci
si
ons
.
 Otherapproachesinv
olv
er at
i
ngemploy
ees'at
tri
but
es,behavi
ours
,orout
comes .Ratingat
tr
ibut
esis
rel
ati
vel
ysimplebutnotalwaysv
ali
dandrequi
resagreatdealofi
nfor
mat
ion,butthesemethodscan
beveryeffect
ive.
 Ratingresul
t
s,suchasproduct
ivi
tyorachi
evementofobj
ecti
ves,t
endstobelesssubj
ect
i
vet
han
otherki
ndsofrati
ng;however
,val
idi
tymaybeapr obl
em becauseoffact
orsout
si
detheempl
oyee'
s
control
.
 Abal
ancedscor
ecar
disawi
del
yus
edst
rat
egi
cappr
oach.

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Making Comparisons
Simple ranking – method of performance measurement that requires managers to rank
employees in their group from the highest to the lowest performer.
In a variation on this approach, alternation ranking, the manager works from a list of
employees.
Forced-distribution method – method of performance measurement that assigns a certain
percentage of employees to each category in a set of categories.
Paired-comparison method – method of performance measurement that compares each
employee with each other employee to establish rankings.
Ra5ng Individuals
Rating Attributes
Graphic rating scale – method of performance measurement that lists attributes and
provides a rating scale for each attribute; the employer uses the scale to indicate the extent to
which an employee displays each attribute.

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Figure 7.6 Example of a Graphic Rating Scale

Mixed-standard scales – method of performance measurement that uses several statements
describing each attribute to produce a final score for that attribute.

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Figure 7.7 Example of a Mixed-Standard Scale
Rating Behaviours
Critical-incident method – method of performance measurement based on managers'
records of specific examples of the employee behaving in ways that are either effective or
ineffective.
Behaviourally anchored rating scale (BARS) – method of performance measurement that
rates behaviour in terms of a scale showing specific statements of behaviour that describe
different levels of performance.

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Figure 7.8 BARS Rating Dimension: Customer Service Representative

Behavioural observation scale (BOS) – a variation of BARS, which uses all behaviours
necessary for effective performance to rate performance at a task.
Figure 7.9 Example of a Behavioural Observation Scale

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Another approach to assessment builds directly on a branch of psychology

called behaviourism, which holds that individuals' future behaviour is determined by their
past experiences—specifically, the ways in which past behaviours have been reinforced.
Organizational behaviour modification (OBM) – a plan for managing the behaviour of
employees through a formal system of feedback and reinforcement.
Specific OBM techniques vary, but most have four components:
1. Define a set of key behaviours necessary for job performance.
2. Use a measurement system to assess whether the employee exhibits the key behaviours.
3. Inform employees of the key behaviours, perhaps in terms of goals for how often to
exhibit the behaviours.
4. Provide feedback and reinforcement based on employees' behaviour.
Measuring Results
Management by objectives (MBO) – a system in which people at each level of the
organization set goals in a process that flows from top to bottom, so employees at all levels
are contributing to the organization's overall goals; these goals become the standards for
evaluating each employee's performance.
An MBO system has three components:
1. Goals are specific, difficult, and objective.
2. Managers and their employees work together to set the goals.
3. The manager gives objective feedback through the rating period to monitor progress
toward the goals.
Balanced Scorecard
Balanced scorecard – an organizational approach to performance management that
integrates strategic perspectives including financial, customer, internal business processes,
and learning and growth.

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Figure 7.10 The Balanced Scorecard
5. What Are the Sources of Performance Informa<on? (L05)

LO5Descri
bemaj orsour
cesofper
for
mancei
nfor
mat
ioni
nter
msoft
hei
radvant
agesand
disadvant
ages.
 Per
formancei
nfor
mati
onmaycomefrom anempl
oyee'
ssel
f
-appr
aisal
andf
rom appr
aisal
sbyt
he
employee'
smanager
,empl
oyees
,peers
,andcust
omers.
 Or
gani
zat
i
onsmaycombi
nemanysour
cesi
ntoa360-
degr
eeper
for
manceappr
aisal
.
 Empl oyees'super
visor smaypr oduceaccurateinformati
on,andpeer sar
eanex cel
lentsour
ceof
i
nformat i
onaboutper formancei najobwher ethes upervisordoesnotoftenobserv
et heemployee.
Disadvantagesarethatf ri
endships(orri
valr
ies)maybi asr at
ingsandpeer smaybeuncomf ort
able
withtheroleofrat
ingaf r
iend.Directr
eportsoft
enhav et hebestc hancetoseehowamanagert reat
s
empl oy
ees;howev er,empl oyeesmayber el
uctanttocont r
ibutecandidopini
onsaboutasupervi
sor
unlesstheycanpr ovideinformationanonymously.
 Self
-apprai
sal
smaybebi ased,buttheydocomef r
om thepersonwi t
hthemostknowl edgeofthe
employee'sbehavi
ouronthejob,andtheyprovideabasisfordiscussi
oninfeedbacksessions,
openingupfrui
tf
ulcompari
sonsandar easofdisagreementbetweent hesel
f
- appr
ais
al andother
apprais
als.
 Cust
omersmaybeanexcel
lentsour
ceofper
for
mancei
nfor
mat
i
on,al
t
houghobt
aini
ngcus
tomer
f
eedbackt
endst
obeexpensive.
360-degree performance appraisal (multi-rater) – performance measurement that
combines information from the employee's managers, peers, direct reports, self, and
customers.
Managers

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Peers
Direct Reports
Self
Customers
6. Errors in Performance Measurement (L06)

LO6Definet
ypesofr
ati
ngerror
sandexplai
nhow tomini
mizethem.
 Acommont endenc
yistogi
vehi
gherev
aluat
i
onstopeopl
eweconsi
dersi
mil
art
oour
sel
ves
.
 Otherer
ror
sinvol
veusi
ngonl
ypar
toft
her
ati
ngscal
eorcont
rast
i
nganempl
oyeeunf
avour
abl
ywi
t
h
veryhi
ghperf
ormers
.
 Gi
vingal
lempl
oyeesr
ati
ngsatthehi
ghendofthescal
eiscal
ledl
eni
enc
yerror
.Rati
ngever
yoneat
t
helowendoft
hescal
eiscall
edstri
ct
nesser
ror
.Rati
ngatorneart
hemiddl
eiscal
l
edcentr
al
t
endency
.
 Basinganemployee'srat
i
ngonl yonthemos trecentworkperfor
medi scall
edrecenc yemphasi
s;
andfocusi
ngonactivit
i
es—f orexample,howbus ytheemployeelooks,r
athert
hanr esult
s—isal
so
probl
ematic
.Halo/
hornserrorref
erstorati
ngempl oyeesposi
t
ivel
y/negat
ivel
yinallareasbecauseof
st
rong/weakper
formanceobser vedi
nonear ea.
 Way storeduceratererr
oraretr
aini
ngrater
stobeawareoftheirt
endenci
estomakerat
i
ngerr
ors
andtraini
ngthem tobesensit
ivetothecomplexnat
ureofemployeeperf
ormancesot
heywi
ll
considermanyas pectsofper
formanceingreat
erdept
h.
 Poli
t
icsal
somayinfluencer
ati
ngs.Or
gani
zati
onscanmini
mizeappr
aisal
pol
i
ti
csbyest
abli
shi
nga
f
airappr
aisal
syst
em,andbr i
ngi
ngmanagerstoget
hert
odisc
ussrat
ingsi
ncal
ibr
ati
onmeeti
ngs.
Types of Ra5ng Errors

Similar To Me
Similar-to-me error – rating error of giving a higher evaluation to people who seem similar
to oneself.
Contrast
Contrast error – rating error caused by comparing employee's performance to co-workers
rather than to an objective standard.
Errors in Distribution
Leniency error – rating error of assigning inaccurately high ratings to all employees.
Strictness error – rating error of giving low ratings to all employees, holding them to
unreasonably high standards.
Central tendency – incorrectly rating all employees at or near the middle of a rating scale.
Recency Emphasis

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Recency emphasis – rating error that occurs when an annual rating is based only on most
recent work performed.
Focus On Activities
Focus on activities – rating error when employees are assessed on how busy they appear
rather than how effective they are in achieving results.
Halo and Horns
Halo error – rating error that occurs when the rater reacts to one positive performance
aspect by rating the employee positively in all areas of performance.
Horns error – rating error that occurs when the rater responds to one negative aspect by
rating an employee low in other aspects.
What Can Be Done to Reduce Errors?
Poli5cal Behaviour in Performance Appraisals

Calibration session – meeting at which managers discuss employee performance ratings
and provide evidence supporting their ratings with the goal of eliminating the influence of
rating errors.
7. Performance Feedback (L07)

LO7Expl
ainhow t
oeffect
ivel
ypr
ovi
deper
for
mancef
eedback.
 Per
for
mancefeedbackshouldbear egul
ar,schedul
edmanagementact
i
vit
y,car
ri
edouti
nawayt
hat
bot
hpart
i
esfeelheard,under
stood,andrespected.
 Manager
sshouldprepar
ebyestabl
i
shinganeut
ral
locati
on,emphasi
zi
ngthatthefeedbacksessi
on
wi
llbeachancefordi
scussi
onandaskingt
heemployeetoprepar
eaself
-assessment.
 Duri
ngt hefeedbacksession,managersshouldstr
ivef
oraproblem-sol
vi
ngapproac handencourage
employeestov oi
cetheiropi
nionsanddiscussperf
ormancegoals.Themanagers houl
dlookfor
opport
unit
iestoreinf
orcedesiredbehavi
ourandshouldli
mitcr
it
ici
sm.Thediscussionshoul
dfocus
onbehaviourandr esul
tsrathert
hanonper sonal
i
ti
es.
Scheduling Performance Feedback
Preparing for a Feedback Session
Conduc5ng the Feedback Session
8. Performance Improvement (L08)

LO8Summar
izewayst
oachi
eveper
for
mancei
mpr
ovement
.
 I
fanemployeeismot
ivatedbutl
acksabi
l
ity
,provi
det
rai
ni
ng,gi
vedet
ail
edf
eedbackabout
per
for
mance,andconsiderr
estr
uct
uri
ngthejob.

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 Foranemployeewi
thabil
i
tybutl
acki
ngmot
ivati
on,i
nvest
i
gat
ewhet
herout
si
depr
obl
emsar
ea
di
str
act
ion,andi
fsoref
ertheemploy
eef
orhelp.
 I
ftheprobl
em hastodowit
htheemploy
eenotfeel
i
ngappreci
atedorr
ewarded,t
ryt
omeett
he
employ
ee'sneedsandeval
uatewhet
heraddi
t
ionalr
ewar
dsareappropr
iat
e.
 Foranempl
oyeelacki
ngbothabil
i
tyandmoti
vat
ion,consi
derwhet
hert
heemploy
eeisagoodfitf
or
t
heposit
i
on.Speci
ficf
eedbackorwit
hhol
di
ngrewardsmays puri
mprov
ement
,ortheempl
oyeemay
havet
obedemotedort er
minat
ed.
 Soli
demployeeswhoarehighinabil
i
tyandmotiv
ati
onwill
conti
nuesoandmaybeabl etocont
ri
but
e
evenmoreifthemanagerprovi
desappr
opri
atedi
rectf
eedback,r
ewar
ds,andoppor
tunit
i
esfor
devel
opment.
Figure 7.11 Improving Performance
The type of action called for depends on what is missing:

 Lack of ability—When a motivated employee lacks knowledge, skills, or abilities in
some area, the manager may offer training, and more detailed feedback. Sometimes it
is appropriate to restructure the job so the employee can meet the job demands.
 Lack of motivation—Managers with an unmotivated employee can explore ways to
demonstrate that the employee is being treated fairly and rewarded adequately. The
solution may be as simple as delivering more positive feedback. Employees may also
benefit from a referral for counselling or help with stress management.
 Lack of both— Employees whose performance is below expectations because they have
neither the motivation nor the ability to perform the job may not be a good fit for the

lOMoARcPSD|22519946
position. Performance may improve if the manager directs their attention to the
significance of the problem by withholding rewards or by providing specific feedback.
Performance improvement plan – summary of performance gaps and includes an action
plan mutually agreed to by the employee and supervisor with specific dates to review
progress.
9. What Are the Legal and Ethical Issues? (L09)

LO9Di
scussl
egalandet
hicali
ssuest
hataffectper
for
mancemanagement
.
 Lawsuit
srel
atedt
operf
ormancemanagementusual
l
yinv
olv
echar
gesofdi
scr
imi
nat
i
on,
psychol
ogi
calhar
assment
,orunj
ustdi
smi
ssal
.
 Manager
smus tmakesur
ethatperf
ormancemanagementsyst
emsanddeci
si
onst
reatempl
oyees
equal
l
y,wi
thoutr
egar
dtothei
rage,sex,orot
herpr
otect
edgr
ounds
.
 As yst
em ismoreli
kelyt
obelegal
l
ydefensi
blei
fi
tisbasedonbehavi
oursandr
esults
,andifmulti
pl
e
rat
ersev al
uat
eeachperson'
sperf
ormance.Thesy
stem shoul
dal
soincl
udeaprocessforcoac
hing
andt r
aini
ngemployees.
 Anethical
issueofperf
ormancemanagementi
stheuseofempl
oyeemonit
ori
ng.Thi
stypeof
perf
ormancemeasur ementpr
ovi
desdetai
l
ed,accur
atei
nfor
mat
i
on,butempl
oyeesmayfindi
t
unwelcome.
Legal Requirements for Performance Management
Employee Monitoring and Employee Privacy

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Chapter 8 – Total Rewards

1. Introduc<on (L01)
LO1Di
scusshow organi
zat
ionsi
mpl
ementa“t
otalr
ewar
ds”appr
oacht
ocompensat
ingandr
ewar
ding
employees.
 Manyorganiz
ati
onsar erecogni
zi
ngthestrategi
cvalueoftakingacomprehensiveapproachto
compensat
ingandr ewardi
ngemployees.This“tot
alrewar
ds ”appr
oachfr
equentlyinvol
vescreat
i
nga
val
ueproposi
ti
onforc ur
rentandprospect
i
v eemployeesthatclear
lyi
denti
fiesal
loftheaspectst
hat
areval
uedbyempl oyeesinexchangefort
hei rt
i
meandexper ti
se.
 Canadi
ancompaniest
akeatotalr
ewardsapproacht
oat
tr
actandr
etai
nval
uedempl
oyeesand
i
mprovecapaci
tyt
omeetorganiz
ati
onalgoal
s.
Total rewards – a comprehensive approach to compensating and rewarding employees.
Organizations with this total rewards approach create a value proposition for current and
prospective employees that consider the total value they receive for contributing their time
and energy to the company.
Total compensation – all types of financial rewards and tangible benefits and services
employees receive as part of their employment.

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lOMoARcPSD|22519946
Direct compensation – financial rewards employees receive in exchange for their work.
Indirect compensation – the benefits and services employees receive in exchange for their
work.
2. Decision About Base Pay (L02)

LO2I
dent
if
ytheki
ndsofdeci
sionsandi
nfluencesi
nvol
vedi
npr
ovi
dingbasepayt
oempl
oyees.

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 Organi
zati
onsmak edeci
sionst
odefi
neajobstructur
e,orrel
ati
vepayf ordiffer
entjobswithi
nthe
organi
zat
ion.Theyest
abl
ishrel
ati
vepayf
ordi
fferentf
uncti
onsanddifferentlevelsofresponsi
bil
i
tyf
or
eachfuncti
on.
 Organizat
ionsmustal
soest
abli
shpaylevel
s,ortheaveragepai
dfort
hediffer
entjobs
.Thes
e
decisi
onsarebasedontheorgani
zat
i
on'sgoals,marketdat
a,l
egalr
equi
rement s
,andpri
nci
plesof
f
airness.Toget
herj
obstr
uct
ureandpaylevelestabl
i
shapayst r
uct
urepol
icy.
 Organi
zat
i
onstypi
cal
lybegi
nwit
haj obeval
uat
iontomeasur
et her
elat
i
vewort
hofthei
rjobs.The
or
ganiz
ati
onthencr
eatesapayst
ructur
ethati
ncl
udespaygradesorpayr
angesf
oreachj obint
he
or
ganiz
ati
on.
Job structure – the relative pay for different jobs within the organization.
Pay level – the average amount (including wages, salaries, and bonuses) the organization
pays for a particular job.
Pay structure – the pay policy resulting from job structure and pay-level decisions.
Figure 8.4 Issues in Developing a Pay Structure
3. What Are the Legal Requirements?

 Human rights legislation—Employers may not base differences in rewards on an
employee's age, sex, race, or other prohibited grounds of discrimination. Any
differences in pay must instead be tied to such business-related considerations as job
responsibilities or performance.
 Employment/labour standards acts—The Canada Labour Code and the relevant
provincial and territorial laws include minimum requirements for wages, hours of
work, overtime pay, vacation, statutory holidays, as well as other specific provisions.
Executives, professionals, administrative, and outside sales employees are usually
considered “exempt” employees and are not eligible for certain provisions such as
overtime pay that “non-exempt” employees receive.
 Pay equity legislation—Pay equity legislation is in place federally and in several
provincial jurisdictions, and attempts to address the wage gap between female and

lOMoARcPSD|22519946
male-dominated jobs to ensure that jobs of equal value within the organization receive
similar rates of pay. Organizations use job to establish the worth of an organization's
jobs in terms of such criteria as their difficulty and their importance to the
organization. The employer then compares the evaluation points awarded to each job
with the pay for each job. If jobs have the same number of evaluation points, they
should be paid equally.
4. Economic Induences on Pay

Product and Labour Markets
The organization's product market includes organizations that offer competing goods and
services—competing to serve the same customers. Organizations under pressure to cut labour
costs may respond by reducing staff levels, freezing pay levels, postponing hiring decisions, or
requiring employees to bear more of the cost of benefits such as insurance premiums.
However, organizations also compete to obtain human resources in labour markets—
competing with other firms to hire the same skilled employees.
Pay Level: Deciding What to Pay

When organizations have a broad range in which to make decisions about pay, they can
choose to pay at, above, or below the rate set by market forces. Economic theory holds that the
most profitable level, all things being equal, would be at the market rate. Often, however, all
things are not equal from one employer to another.
Gathering Informa5on About Market Pay

Benchmarking – a procedure in which an organization compares its own practices against
those of successful competitors.
How Do Employees Judge Pay Fairness?

Social scientists have studied this kind of comparison and developed equity theory to describe
how people make judgments about fairness. According to equity theory, people measure
outcomes such as pay in terms of their inputs.
In general, employees compare their pay and contributions using several considerations:
 What they think employees in other organizations earn for doing the same job.
 What they think other employees holding different jobs within the organization earn
for doing work at the same or different levels.
 What they think other employees in the organization earn for doing the same job as
theirs.
5. Job Structure: Rela<ve Value of Jobs

Job evaluation – an administrative procedure for measuring the relative internal worth of
the organization's jobs.
To conduct a job evaluation, the committee identifies each job's compensable factors, meaning
the characteristics of a job that the organization values and chooses to pay for.

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Based on the job attributes defined by job analysis, the jobs are rated for each factor. The rater
assigns each factor a certain number of points, giving more points to factors when they are
considered more important and when the job requires a high level of that factor. Often the
number of points comes from one of the point manuals published by trade groups and
management consultants.
Job evaluations provide the basis for decisions about relative internal worth—value of the job
within the organization, necessary to meet pay equity requirements.
The organization may limit its pay survey to jobs evaluated as key jobs. These are jobs that
have relatively stable content and are common among many organizations, so it is possible to
obtain survey data about what people earn in these jobs.
6. Pay Structure: Pufng It All Together

Hourly wage – rate of pay for each hour worked.
Piecework rate – rate of pay for each unit produced.
Salary – rate of pay for each week, month or year worked.
Pay Rates
Pay policy line – a graphed line showing the mathematical relationship between job
evaluation points and pay rate.
Figure 8.5 Pay Policy Line

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Pay Grades
Pay grades – sets of jobs having similar worth or content, grouped together to establish rates
of pay.
Figure 8.6 Sample Pay Grade Structure
Pay Ranges
Pay ranges – a set of possible pay rates defined by a minimum, maximum, and midpoint of
pay for employees holding a particular job or a job within a particular pay grade or band.
7. Alterna<ves to Job-Based Pay (L03)

LO3Descr
ibeal
ter
nat
ivest
ojob-
basedpay.
 Toobt
ainmoreflexibi
l
it
y,or
ganizat
ionsmayreducethelev
elsintheor
gani
zat
i
on'sjobst
ructur
e.Thi
s
pr
ocessofdel
ayeringorbroadbandingi
nvol
vescreat
ingbroadbandsofj
obswit
hinpayranges.
 Otherorgani
zati
onsr
ewardemployeesaccor
dingtothei
rcompet
enci
es.Theyestabli
shcompet
ency
-
basedpays yst
ems,orst
ruct
urest
hatsetpayaccordi
ngtotheempl
oyees'l
evelofknowl
edgeand
whattheyarecapabl
eofdoing.
Broadbanding – reducing the number of pay ranges in the organization's pay structure.
Competency-based pay systems (skill-based) – pay structures that set pay according to
the employees' levels of skill or knowledge and what they are capable of doing.
Pay Structure and Actual Pay

A common way to do this is to measure a compa-ratio, the ratio of average pay to the
midpoint of the pay range.

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Figure 8.7 Finding a Compa-Ratio
8. Incen<ve (Variable) Pay (L04)

LO4Descr
ibehow organi
zat
ionsr
ecogni
zei
ndi
vidual
,team,andor
gani
zat
ionalper
for
mancet
hrought
he
useofincent
ives.
 Or
ganizat
ionsmayrecognizeindi
vi
dualper
formancethr
oughsuchincent
iv
esaspiecewor
krat
es,
mer
itpay,sal
escommissions,andbonusesformeeti
ngindi
vi
dualperf
ormanceobj
ecti
ves
.
 Commont
eam i
ncent
i
vesi
ncl
udegai
nshar
ing,bonuses
,andt
eam awar
ds.
 I
ncent
i
vesf
ormeet
i
ngor
gani
zat
i
onal
obj
ect
i
vesi
ncl
udepr
ofitshar
ingands
tockowner
shi
p.
Incentive pay (pay for performance) – forms of pay linked to an employee's performance
as an individual, group member, or organization member.
For incentive pay to motivate employees to contribute to the organization's success, the plans
must be well designed. In particular, effective plans meet the following requirements:
 Performance measures are linked to the organization's goals.
 Employees believe they can meet performance standards.
 The organization gives employees the resources they need to meet their goals.
 Employees value the rewards given.
 Employees believe the reward system is fair.
 The plan takes into account that employees may ignore any goals that are not
rewarded.

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Pay for Individual Performance (5)

Piecework rate — as an incentive to work efficiently, some organizations pay production
workers a piecework rate, a wage based on the amount workers produce. This rate is often
paid in addition to employees' base pay. The amount paid per unit is set at a level that
rewards employees for above-average production volume. An obvious advantage of piece rates
is the direct link between how much work the employee does and the amount the employee
earns. However, for complex jobs or jobs with hard-to-measure outputs, piecework plans do
not apply very well. Also, unless a plan is well-designed to include performance standards, it
may not reward employees for focusing on quality or customer satisfaction if it interferes with
the day's output.
Standard hours plan – an incentive plan that pays workers extra for work done in less than
a preset "standard time."
Merit pay – a system of linking pay increases to ratings on performance appraisals.

An advantage of merit pay is that it provides a method for rewarding performance in all of the
dimensions measured in the organization's performance management system. If that system is
appropriately designed to measure all the important job behaviours, then the merit pay is
linked to the behaviours the organization desires. This link seems logical, although so far there
is little research showing the effectiveness of merit pay. A drawback of merit pay, from the
employer's standpoint, is that it can quickly become expensive. Managers at a majority of
organizations rate most employees' performance in the top two categories (out of four or
five). Therefore, the majority of employees are eligible for the biggest merit increases, and
their pay rises rapidly. Another drawback of merit pay is that it assumes that performance is
based on employees' ability and motivation, however, performance may be enhanced or
reduced by factors beyond the employees' control, e.g., economic conditions.
Performance bonuses—Like merit pay, performance bonuses reward individual performance,

but bonuses are not rolled into base pay. The employee must re-earn them during each
performance period. In some cases, the bonus is a one-time reward. Bonuses may also be
linked to objective performance measures rather than potentially subjective ratings. Bonuses
for individual performance can be extremely effective and give the organization great
flexibility in deciding what kinds of behaviour to reward.
Commissions – incentive pay calculated as a percentage of sales.
Pay for Team Performance (2)

Both types of incentives have the advantage that they encourage group or team members to
cooperate so that they can achieve their goal. However, depending on the reward system,
competition among individuals may be replaced by competition among teams. Competition
may be healthy in some situations, as when teams try to outdo one another in satisfying
customers. On the downside, competition may also prevent necessary cooperation among
teams. To avoid this, the organization should carefully set the performance goals for these

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incentives so that concern for costs or sales does not obscure other objectives, such as quality,
customer service, and ethical behaviour.
Gainsharing
Gainsharing – team incentive program that measures improvements in productivity and
effectiveness and distributes a portion of each gain to employees.
Gainsharing addresses the challenge of identifying appropriate performance measures for
complex jobs. Even for simpler jobs, setting acceptable standards and measuring performance
can be complicated. Gainsharing frees employees to determine how to improve their own and
their team's performance. It also broadens employees' focus beyond their individual interests.
But in contrast to profit sharing, discussed later, it keeps the performance measures within a
range of activity that most employees believe they can influence. Organizations can enhance
the likelihood of a gain by providing a means for employees to share knowledge and make
suggestions, as we will discuss later in this chapter.
Gainsharing is most likely to succeed when organizations provide the right conditions. Among
the conditions identified, the following are among the most common:
 Management commitment.
 Need for change or strong commitment to continuous improvement.
 Management acceptance and encouragement of employee input.
 High levels of cooperation and interaction.
 Employment security.
 Information sharing on productivity and costs.
 Goal setting.
 Commitment of all involved parties to the process of change and improvement.
 Performance standards and calculations that employees understand and consider fair
and that are closely related to managerial objectives.
 Employees who value working in teams.
Team Bonuses and Awards

In contrast to gainsharing plans, which typically reward the performance of all employees at a
facility, bonuses for team performance tend to be for smaller work groups. These bonuses
reward the members of a group for attaining a specific goal, usually measured in terms of
physical output. Team awards are similar to team bonuses, but they are more likely to use a
broad range of performance measures, such as cost savings, successful completion of a project,
or even meeting deadlines.
Pay for Organiza5onal Performance (3)

These kinds of incentive pay are likely to be most effective in organizations that emphasize
growth and innovation, which tend to need employees who thrive in a risk-taking
environment.

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Figure 8.9 Types of Pay for Organizational Performance
Profit Sharing
Profit sharing – incentive pay in which payments are a percentage of the organization's
profits and do not become part of the employees' base salary.
It may encourage employees to think more like owners, taking a broad view of what they need
to do in order to make the organization more effective. They are more likely to cooperate and
less likely to focus on narrow self-interest. Also, profit sharing has the practical advantage of
costing less when the organization is experiencing financial difficulties. If the organization has
little or no profit, this incentive pay is small or nonexistent, so employers may not need to rely
as much on layoffs to reduce costs.
An organization setting up a profit-sharing plan should consider what to do if profits fall. If

the economy slows and profit-sharing payments disappear along with profits, employees may
become discouraged or dissatisfied. One way to avoid this kind of problem is to design profit-
sharing plans to reward employees for high profits but not penalize them when profits fall.
This solution may be more satisfactory to employees but does not offer the advantage of
reducing labour costs without layoffs during economic downturns.
Given the limitations of profit-sharing plans, one strategy is to use them as a component of a
pay system that includes other kinds of pay more directly linked to individual behaviour. This
increases employees' commitment to organizational goals while addressing concerns about
fairness.
Stock Ownership
The drawbacks of stock ownership as a form of incentive pay are similar to those of profit
sharing. Specifically, it may not have a strong effect on individuals' motivation. Employees
may not see a strong link between their actions and the company's stock price, especially in
larger organizations. The link between pay and performance is even harder to appreciate
because the financial benefits mostly come when the stock is sold—typically when the
employee leaves the organization.
 Stock Options
Stock options – rights to buy a certain number of shares of stock at a specified price.
As with other performance measures, employees may focus so much on stock price that
they lose sight of other goals, including ethical behaviour. Ideally, managers would
bring about an increase in stock price by adding value in terms of efficiency,
innovation, and customer satisfaction. But there are other unethical ways to increase
stock price by tricking investors into thinking the organization is more valuable and

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more profitable than it actually is. Hiding losses and inflating the recorded value of
revenues are just two ways some companies have boosted stock prices, enriching
managers until these misdeeds come to light.
 Employee Stock Ownership Plans

Employee stock ownership plan (ESOP) – an arrangement in which the
organization distributes shares of stock to all its employees by placing it in a trust.
Although ESOPs are the most common form of employee ownership they raise a
number of issues. On the negative side, they carry a significant risk for employees.
Problems with the company's performance therefore can take away significant value
from the ESOP. Many companies set up ESOPs to hold retirement funds, so these risks
directly affect employees' retirement income.
Still, ESOPs can be attractive to employers. Along with tax and financing advantages,
ESOPs give employers a way to build pride in and commitment to the organization.
Employees have a right to participate in votes by shareholders (if the stock is
registered on a national exchange, such as the TSX). This means employees participate
somewhat in corporate-level decision making.
9. What Is the Role of Employee Benegts? (L05)

LO5Di
scusst
her
oleofbenefit
saspar
tofempl
oyeet
otalr
ewar
ds.
 Li
kepay,benefit
sandserviceshel
pemployersattr
act,r
etai
n,andprovi
deasourceofmot
iv
ati
onfor
employ
ees.Empl oy
eesex pectatl
eastami
ni mum lev
elofbenefit
s,andpr
ovi
di
ngmor et
hanthe
mini
mum helpsanor gani
zati
oncompetei
nt helabourmar k
et.
 Benefit
sandser
vicesareal
soasi gni
ficantexpense,butempl
oyer
spr
ovi
debenefit
sandser
vices
becauseemploy
eesv al
uethem andmanyar erequir
edbylaw.
Employee benefits – compensation in forms other than cash.
10. What Benegts Are Required by Law? (L06)

LO6Summar
izet
het
ypesofempl
oyeebenefit
soffer
edbyempl
oyer
s.
 Employersmustcontr
ibut
et ot
heCanadaPensi
onPlan/
QuebecPensionPl
an,Empl
oyment
I
nsurance,andWor k
ers'Compensat
i
on.Inaddi
t
ion,empl
oyer
sofferv
ari
ouski
ndsofi
nsur
ance,
r
eti
rementplans,andpaidleav
e.
 Duet otheincr
easingcostsofprovi
dingempl
oyeebenefit
s,manyCanadi
anorgani
zat
ionsare
seekingway stoholdbackthecosts.Manyemploy
ershav er
espondedt
owork/l
if
erol
econfli
ctsby
offer
ingfamil
y-f
ri
endlybenefit
s.
 Organizat
i
onsneedt
oest
abl
i
shobj
ecti
vesandsel
ectbenefit
sthatsuppor
tthoseobj
ect
i
ves
.Fl
exi
bl
e
benefit
sareameanst
ogi
veempl
oyeescont
rolov
erthebenefit
stheyrecei
ve.
1. Canada Pension Plan (CPP)/Quebec Pension Plan (QPP) – a contributory,
mandatory plan that provides retirement pensions, disability benefits, and survivor
benefits. Contributory plan – all costs of the plan are funded by employees,
employers, and the plan's own investments.
2. Employment Insurance (EI) – a federally mandated program to provide temporary
financial assistance to unemployed workers.

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3. Workers’ Compensation Acts – provincial programs that provide benefits to

workers who suffer work-related injuries or illnesses.
11. What Op<onal Benegts Do Some Employers Provide?

Paid Leave
For a workforce that values flexibility, the organization may offer paid personal days, days off
that employees may schedule according to their personal needs, with the supervisor's
approval. Typically, organizations offer a few personal days in addition to sick leave. Floating
holidays are paid holidays that vary from year to year.
Group Insurance and BeneMts (5)

 Medical insurance
The policies typically cover medical expenses that are incurred over and above
provincially funded medical coverage. Some employers offer additional coverage, such
as dental care, vision care, and prescription drug programs. Health spending
account – a specific amount of money set aside per employee by the employer to cover
health-related costs.
 Employee wellness program

Typically, wellness programs aim at specific health risks, such as high blood pressure,
high cholesterol levels, smoking, and obesity, by encouraging preventive measures such
as exercise and good nutrition. However, many organizations are adopting an
integrated strategic approach to wellness that promotes a corporate culture to
support employees in taking responsibility for their health and overall wellness.
 Employee assistance program (EAP)

An employee assistance program (EAP) provides confidential counselling services to
employees experiencing personal problems. Many organizations also extend these
services to family members. Other considerations include the range of offerings
provided, proximity to counsellors, client references, and availability of effectiveness
reporting measures.
 Life insurance
With a term life insurance policy, if the employee dies during the term of the policy, the
employee's beneficiaries receive a payment called a death benefit. In policies
purchased as an employee benefit, the usual death benefit is a multiple of the
employee's yearly pay. The policies may provide additional benefits for accidental
death.
 Disability insurance
Short-term disability insurance – insurance that pays a percentage of a disabled
employee's salary as benefits to the employee for six months or less.

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Long-term disability insurance – insurance that pays a percentage of a disabled

employee's salary after an initial period and potentially for the rest of the employee's
life.
Payments under short-term plans may be higher. Often the policy sets a maximum
amount that may be paid each month. Because its limits make it more affordable,
short-term disability coverage is offered by more employers.
Re5rement Plans
Figure 8.10 Membership in Registered Pension Plans by Type of Plan and Sector
Phased retirement – a gradual transition into full retirement by reducing hours or job
responsibility.
Employers have a choice of using defined benefit plans or defined contribution plans.
 Defined benefit plan – a pension plan that guarantees a specified level of retirement
income.
 Defined contribution plan – a retirement plan in which the employer sets up an
individual account for each employee and specifies the size of the investment into that
account.

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Family-Friendly BeneMts and Services
Other BeneMts
Figure 8.11 Emerging Benefits
To encourage learning and attract the kinds of employees who wish to develop their
knowledge and skills, many organizations offer tuition reimbursement programs.
12. Selec<ng Employee Benegts

An Organiza5on’s Objec5ves
Employees’ Expecta5ons and Values
Flexible BeneMts
Flexible benefits plans – a benefits plan that offers employees a set of alternatives from
which they can choose the types and amounts of benefits they want.
13. Communica<ng Total Rewards to Employees (L07)

LO7Di
scusstheimpor t
anceofeffecti
velycommuni cati
ngtheorgani
zat
ion'
sappr oachtot
otalr
ewards.
 Acompr ehensiv
ecommuni cat
ionss tr
ategyisneededtohelpempl
oyeesunderst
andandval
ueall
t
hecomponentsinanorganizati
on'sappr oachtotot
alr
ewards
.Managersandthehumanresour
ce
depar
tmentsharer
esponsibi
li
tyforthi
si mportantr
equi
rement
.
 Technol
ogycanprovi
deemploy
eesaccesst
oinf
ormat
i
onandot
hert
ool
sassoci
atedwi
t
h
admini
st
rat
ionofcompensat
i
onandrewards
.

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 Employer
shavemanyopt
ionsf
orcommunicat
ingi
nformati
onaboutt
otal
rewar
ds.Usi
nga
combinat
i
onofmedi
aincr
easesempl
oyees'under
standi
ng.
14. Execu<ve Compensa<on and Rewards (L08)

LO8Di
scussi
ssuesr
elat
edt
ocompensat
ingandr
ewar
dingexecut
ives.
 Execut
i
v ecompensat
ionhasdr
awnpubl
i
cscr
uti
nybecauset
opex
ecut
i
vecompens
ati
oni
smuc
h
hi
gherthantheaver
ageworker
'spay
.
 Chiefexecuti
veofficer
shaveanext
remelyl
argei
mpactont
heorgani
zat
i
on'
sperf
ormance,butcri
ti
cs
compl ai
nthatwhenper for
mancef
alt
ers
,execut
iv
epaydoesnotdecl
i
neasf
astastheorgani
zati
on'
s
profit
sorstockpr
ice.
 Per
for
mancemeasuresshoul
dencour
agebehavi
ourt
hati
sint
heor
gani
zat
i
on'
sbesti
nter
est
s,
i
ncl
udi
ngethi
cal
behaviour
.
The Conference Board Task Force on Executive Compensation and Pay Governance endorses
ensuring strong links between an organization's financial performance and executive
compensation, referred to as value leverage i.e., “pay percentile equals performance
percentile”—a percentage change in executive compensation should directly relate to a
percentage change in their organization's performance.
Execu5ve Incen5ves and BeneMts

Short-term incentives include bonuses based on the year's profits, return on investment, or
other measures related to the organization's goals.
Long-term incentives include stock options and stock purchase plans. The rationale for these
long-term incentives is that executives will want to do what is best for the organization
because that will cause the value of their stock to grow.
Performance Measures for Execu5ves

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Ethical Issues

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Chapter 9 – Labour Rela<ons

1. Role of Unions and Labour Rela<ons (L01)
LO1Defineunionsandlabourrel
ati
onsandthei
rrol
einorganizati
ons.
 Auni oni
sanorgani
zati
onfor
medfort
hepur
poseofrepresent
i
ngit
smember
sinr
esol
vi
ngconfli
cts
wi
themploy
ers.
 Labourr
elat
i
onsisthemanagementspecial
tyemphasi
zi
ngski
l
lst
hatmanager
sandunionleader
s
canusetomini
mizecost
l
yformsofconfli
ctandtoseekwi
n-wi
nsol
uti
onst
odisagr
eements
.
 I
nCanada,unionmember shiphasdecl
inedmargi
nall
yfr
om apeakin1994.Uni
onizati
onis
associ
atedwi
t
hmor egenerouscompensationandhi
gherproduct
i
vit
ybutl
owerprofit
s.Uni
onsmay
reduceabusi
ness'
sflexi
bi
li
tyandeconomicperf
ormance.
Unions – organizations formed for the purpose of representing their members' interests in
dealing with employers.
Labour relations – a field that emphasizes skills managers and union leaders can use to
minimize costly forms of conflict (such as strikes) and seek win-win solutions to
disagreements.
Labour relations involves three levels of decisions:
1. Labour relations strategy. For management, the decision involves whether the
organization will work with unions or develop (or maintain) nonunion operations.
This decision is influenced by outside forces such as public opinion and competition.
For unions, the decision involves whether to resist changes in how unions relate to the
organization or accept new kinds of labour–management relationships.
2. Negotiating contracts. As we will describe later in the chapter, collective agreement
negotiations in a union setting involve decisions about pay structure, job security, work
rules, workplace safety, and many other issues. These decisions affect workers' and the
employer's situation for the term of the contract.
3. Administering collective agreements. These decisions involve day-to-day activities in
which union members and the organization's managers may have disagreements.
Issues include complaints of work rules being violated or workers being treated
unfairly in particular situations. A formal grievance procedure is typically used to
resolve these issues.

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Na5onal and Interna5onal Unions
Figure 9.1 Top Ten Labour Organizations 2010
Craft union – labour union whose members all have a particular skill or occupation.
Industrial union – a labour union whose members are linked by their work in a particular
industry.
Canadian Labor Congress (CLC) – a union federation that serves as an umbrella
organization for dozens of affiliated Canadian and international unions, as well as provincial
federations of labour and regional labour councils.
Local Unions
Union steward – an employee elected by union members to represent them in ensuring that
the terms of the collective agreement are enforced.
When the union deals with several employers, as in the case of a craft union, a business
representative performs some of the same functions as a union steward.
History and Trends in Union Membership

The overall unionization rate or union density has remained stable over the past four years at
31.5 percent.

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Figure 9.2 Unionization Rates Across Job Sectors 2010
Figure 9.3 Union Coverage by Province 2010
Reasons for the increase in women membership in unions can be attributed to the increasing:
 Number of women in the paid workforce

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 Number of women in the highly unionized public sector

 Unionization of part-time employees (many of whom are women)
 Number of women employed in nontraditional male-dominated occupations and
industries
Figure 9.4 Union Membership Rates and Coverage in Selected Countries
What is the Impact of Unions on Company Performance?
2. What Are the Goals of Each Group? (L02)

LO2I
denti
fythelabourrel
ati
onsgoalsofmanagement ,l
abouruni ons,andsoci
ety.
 Managementgoal sar
etoi
ncreasetheorganizat
i
on'
spr ofit
sand/
orpr
oduct
ivi
ty
.Manager
sgener
all
y
expectt
hatuni
onswil
lmakethesegoal
shar dert
oachieve.
 Uni
onshav
ethegoal
ofobt
aini
ngpayandwor
kingc
ondi
t
ionst
hats
ati
sfyt
hei
rmember
s.
 Soci
ety'
sval
ueshavei
ncl
udedthehopethattheexi
st
enceofuni
onswi
l
lrepl
aceconfli
ctorvi
ol
ence
bet
weenworkersandempl
oyer
swithfr
uit
fulnegot
i
ati
on.

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Goals of Management
Goals of Unions
Social unionism – a type of unionism that attempts to influence social and economic policies
of government.
Rand formula – a union security provision that makes payment of labour union dues
mandatory even if the worker is not a member of the union.
Checkoff provision – a requirement that the employer, on behalf of the union, automatically
deducts union dues from employees' paycheques.
Closed shop – a union security arrangement under which a person must be a union member
before being hired.
Union shop – a union security arrangement that requires employees to join the union within
a certain amount of time after beginning employment.
Goals of Society
3. Laws and Regula<ons Acec<ng Labour Rela<ons (L03)

LO3Summari
zelawsandregulat
ionst hataffectl
abourr
elat
ions.
 Lawsandregul
ati
onsaffectt
hedegr eetowhi
chmanagement
,uni
ons
,andsoci
etyac
hiev
ethei
r
var
iedgoal
s.
 Canada'soveral
ll
abourr
elat
i
onslegalf
rameworkisdecentr
ali
zedwit
hresponsi
bi
li
tyf
orl
abour
r
elat
ionssharedamongthefeder
al,pr
ovinci
al
,andter
ri
tor
ialgover
nments.
 Acommoncor eoflabourlegi
sl
ati
onexistst
hati
ncl
udespr
ohi
bit
ingunf
airl
abourpr
act
icesby
managementandlabour.LabourRelat
ionsBoar
dsorsimi
l
arquasi
-j
udi
cial
tri
bunal
sexis
twit
hineach
j
uri
sdi
cti
ont
oadmi nist
erandenforcelabourl
aws.

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Although some differences exist among jurisdictions 司法权, the main features of labour
legislation 立法 in Canada can be summarized as follows:
 Methods to certify a union that will represent a group of employees
 Requirement of the employer to recognize the union chosen by the majority of its
employees and to accept the union as the employees' exclusive representative for
bargaining purposes
 Responsibility to bargain in good faith with the intention to reach an agreement
 Requirement of the employer to deduct union dues from employees
 Minimum length of a collective agreement (at least one year)
 Regulation of strike and lockout activities
 Creation of a labour relations board (or specialized tribunal) to interpret and enforce
the labour laws in their jurisdiction
 Prohibition of identified unfair labour practices by management and labour
Unfair labour practices – a prohibited conduct of an employer, union, or individual under
the relevant labour legislation.
Labour Relations Board (LRB) – a specialized tribunal with authority to interpret and
enforce the labour laws in their jurisdiction.
Preven5on of unfair labour prac5ces
4. What Is the Union Organizing Process? (L04)

LO4Descr
ibet
heuni
onor
gani
zingpr
ocess.
 Organiz
ingbeginswhenunionr
epresent
ati
vescontactempl
oyeesandinvi
t
et hem t
osi gna
member shi
pappli
cati
on.Whentherequi
rednumber sofempl
oyeeshavesignedmember shi
p
appl
icat
ions,t
heunionwil
lappl
ytothei
rappropr
iat
eLabourRelat
ionsBoardforcer
ti
ficat
ion.
 Requi
rement
sforcer
ti
ficat
i
ondi
fferamongf
eder
al,pr
ovi
nci
al
,andt
err
it
ori
alj
uri
sdi
ct
ions
.
The Process of Organizing

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Management Strategies (IMPORTANT)
Can a Union Be Decer5Med 取消?

Union members' right to be represented by unions of their own choosing also includes the
right to vote out an existing union. The action is called decertifying the union. Decertification
follows the same process as a representation election.
5. Collec<ve Bargaining (L05)

LO5Expl
ainhow managementandunionsnegoti
atecol
lect
iveagreement
s.
 Negoti
ati
onstak
eplacebet
weenrepr
esentat
i
vesoft
heunionandthemanagementbar
gai
ni
nguni
t
.
 Theprocessbegi
nswit
hpr epar
ati
on,i
ncl
udingr
esear
chint
otheothersi
de'
sstrengt
hsand
demands.Theunionpresent
sit
sdemands,andmanagementsometimespresentsdemandsaswel
l
.
Thenthesidesev
aluat
et hedemandsandtheli
kel
i
hoodofastr
ike.
 I
nthefi
nalstages,pr
essuref oranagreementincr
eases,andaneut
ral
thi
rdpar
tymaybecall
edon
t
ohelpreachar esol
uti
on.Ifbargai
ni
ngbr eaksdown,theimpass
emaybebrokenwi
thastr
ike,
l
ockout
,mediati
on,concil
i
ation,orarbi
tr
ati
on.
Collective bargaining – negotiation between union representatives and management
representatives to arrive at an agreement defining conditions of employment for the term of
the agreement and to administer that agreement.

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Collective bargaining differs from one situation to another in terms of bargaining structure—
that is, the range of employees and employers covered by the contract.
Bargaining Over New Collec5ve Agreements
Different situations and goals call for different approaches to bargaining, such as the
following alternatives proposed by Richard Walton and Robert McKersie: 38
 Distributive bargaining divides an economic “pie” between two sides—for example, a
wage increase means giving the union a larger share of the pie.
 Integrative (mutual-gains) bargaining looks for win-win solutions, or outcomes in
which both sides benefit. If the organization's labour costs hurt its performance,

lOMoARcPSD|22519946
integrative bargaining might seek to avoid layoffs in exchange for work rules that
improve productivity.
 Attitudinal structuring focuses on establishing a relationship of trust. The parties are
concerned about ensuring that the other side will keep its part of any bargain.
 Intra-organizational bargaining addresses conflicts within union or management
groups or objectives, such as between new employees and workers with high seniority
or between cost control and reduction of turnover.
The collective bargaining process may involve any combination of these alternatives.
What Happens When Bargaining Breaks Down?

Strikes and Lockouts
Strike – a collective decision by union members not to work or to slow down until certain
demands or conditions are met.
Lockout – a closure of a place of employment or refusal of the employer to provide work as a
way to compel 强迫 employees to agree to certain demands or conditions.
Figure 9.6 Number of Strikes and Lockouts; Workers Involved (000s), 1980–2010

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Figure 9.7 Proportion of Estimated Working Time Lost to Strikes and Lockouts, 1980–2010
(percentage)
What Are the Alternatives to Strikes and Lockouts?

Mediation – conflict resolution procedure in which a mediator hears the views of both sides
and facilitates the negotiation process but has no formal authority to dictate a resolution.
Conciliation – conflict resolution procedure in which a third party to collective bargaining
reports the reasons for a dispute, the views and arguments of both sides, and possibly a
recommended settlement, which the parties may decline.
Arbitration – conflict resolution procedure in which an arbitrator or arbitration board
determines a binding settlement.
6. Administra<on of Collec<ve Agreement (L06)

LO6Summari
zethepract
iceofcol
lecti
veagreementadmi nist
rat
ion.
 Coll
ect
iv
eagreementadmini
str
ati
onisadai
lyacti
vit
yundert hecol
lect
i
veagreement.I
tincludes
car
ryi
ngouttheter
msoftheagreementandresol
vingconfli
ctsov
erint
erpr
etat
ionorvi
olat
ionofthe
agr
eement.
 Confli
ctsareresolv
edthroughagr ievanceprocedurethatbeginswi t
hanempl oyeetal
ki
ngtohisor
hersuper vi
soraboutt
hepr oblem andpossi blyinv
olvi
ngt heunionsteward.I
fthisdoesnotr
esol
ve
t
heconflict,t
heunionfil
esawr i
ttengrievanceandunionandmanagementr epresent
ati
vesmeett
o
di
scusst heproblem.I
fthiseffortfail
s,theuni
onappeal sthegrievancetotopmanagementand
ul
ti
mat el
yt heuseofanar bi
tr
at ormayber equir
edforfinalr
esolut
ion.
Grievance procedure – the process for resolving union management conflicts over
interpretation or violation of a collective agreement.

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Figure 9.8 Steps in an Employee-Initiated Grievance Procedure
7. Labour-Management Coopera<on (L07)

LO7Descr
ibemor ecooperat
iveapproachest olabour–managementrel
ati
ons.
 Inc ont
rastt
othetr
adi
ti
onalvi
ewt hatlabourandmanagementar
eadver
sar
ies
,someor
gani
zat
i
ons
andunionsworkmorecooperat
i
vely.
 Cooper at
ionmayf eatur
eemployeei nvol
vementindec i
sionmaking,sel
f-
managi ngemploy
eet
eams
,
j
ointlabour–managementcommi ttees,broadl
ydefinedjobs,andshari
ngoffinancial
gai
nsand
businessinformati
onwithemployees.Cooperati
velabourrelat
ionsseem t
ocont ri
but
etoan
organizat
ion'ssuccess.
Labour–management committees provide a relatively flexible approach to labour–
management cooperation in the workplace. Over the past two decades, the use of joint
labour–management committees has been growing.

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Chapter 10 – Managing Human Resources Globally

1. HRM in a Global Environment (L01)
LO1Summar
izehow t
hegr
owt
hini
nter
nat
ionalbusi
nessact
ivi
tyaffect
shumanr
esour
cemanagement
.
 Moreandmor ecompaniesar
eent
eri
ngi
nter
nat
i
onalmark
etsbyex
por t
ingandoperati
ngforei
gn
faci
l
it
ies.Todothis
,organi
zat
i
onsmayhi
reacombinat
i
onofhome-countr
y,host
-count
ry,andthi
rd-
countrynat
ional
s.
 Theymayoperat
eont
hescal
eofanex
por
terorani
nter
nat
i
onal
,gl
obal
,ormul
t
inat
i
onal
or
gani
zat
ion.
 Agl obalorgani
zati
onneedsat r
ansnat
i
onalHRM sys
tem,whi
chmak
esdeci
si
onsfr
om agl
obal
perspecti
ve,incl
udesemployeesfr
om manycount
ri
es,andi
sbas
edoni
deascont
ri
but
edbypeopl
e
representi
ngav ari
etyofcul
t
ures.
The HRM function needs to continuously reexamine its role in supporting this expanding pace
of business globalization. This requires HRM to:
 Align HRM processes and functions with global requirements.
 Adopt a global mindset including a thorough understanding of the global environment
and the impact on managing people worldwide.
 Enhance its own capabilities and competencies to become a business partner in acting
on global business opportunities.
Employees in an Interna5onal Workforce

Home country – the country in which an organization's headquarters is located.
Host country – a country (other than the home country) in which an organization operates a
facility.
Third country – a country that is neither the home country nor the host country of an
employer.
Employees in the Global Marketplace

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Figure 10.1 Levels of Global Participation
The usual way that a company begins to enter foreign markets is by exporting, or shipping
domestically produced items to other countries to be sold there.
International organization – an organization that sets up one or a few facilities in one or a
few foreign countries.
Multinational company – an organization that builds facilities in a number of different
countries in an effort to minimize production and distribution costs.
Global organization – an organization that chooses to locate a facility based on the ability
to effectively, efficiently, and flexibly produce a product or service, using cultural differences as
an advantage.
Transnational HRM system – type of HRM system that makes decisions from a global
perspective, includes managers from many countries, and is based on ideas contributed by
people representing a variety of cultures.
2. What Factors Acect HRM in Interna<onal Markets? (L02)

LO2I
dent
if
ythef
act
orst
hatmostst
rongl
yinfluenceHRM i
nint
ernat
ionalmar
ket
s.
 Byfarthemosti
mport
anti
nfluencei
sthecul
t
ureofeachmark
et—it
ssetofshar
edassumpt
i
ons
abouthowtheworl
dworksandwhatideal
sarewort
hstri
vi
ngf
or.
 Count
ri
esalsodifferi
nthedegreetowhi chthei
rlabourmark
etsi
ncl
udepeopl
ewit
heducati
onand
ski
l
lsofval
uetoempl oyers
.Anotherinfluenceoni nt
ernat
i
onalHRM i
sthef
orei
gncount
ry'
spol
i
ti
cal
-
l
egalsyst
em—itsgov ernment
,laws,andr egul
ati
ons.
 Fi
nal
ly
,acount r
y'seconomicsyst
em,capit
ali
storsoci
al
ist
,aswellast
hegover
nment'
sinvol
vement
i
nthecountry'
seconomy ,suc
hast hr
oughtaxesandpri
cecontr
ols
,isast
rongfact
ordet
ermi
ning
HRM pract
i
ces .
Figure 10.2 Factors Affecting HRM in

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Culture
Culture is a community's set of shared assumptions about how the world works and what
ideals are worth striving for.7 Cultural influences may be expressed through customs,
languages, religions, and so on.
Consider the five dimensions of culture that Geert Hofstede identified in his classic study of
culture:
1. Individualism/collectivism describes the strength of the relation between an individual
and other individuals in the society. In cultures that are high in individualism, such as
Canada, Great Britain, and the Netherlands, people tend to think and act as individuals
rather than as members of a group. People in these countries are expected to stand on
their own two feet, rather than be protected by the group. In cultures that are high in
collectivism, such as Colombia, Pakistan, and Taiwan, people think of themselves
mainly as group members. They are expected to devote themselves to the interests of
the community, and the community is expected to protect them when they are in
trouble.
2. Power distance concerns the way the culture deals with unequal distribution of power
and defines the amount of inequality that is normal. In countries with large power
distances, including India and the Philippines, the culture defines it as normal to
maintain large differences in power. In countries with small power distances, such as
Denmark and Israel, people try to eliminate inequalities. One way to see differences in
power distance is in the way people talk to one another. In the high power distance
countries of Mexico and Japan, people address one another with titles (Señor Smith,
Smith-san). At the other extreme, in Canada, in most situations people use one
another's first names—behaviour that would be disrespectful in some other cultures.
3. Uncertainty avoidance describes how cultures handle the fact that the future is
unpredictable. High uncertainty avoidance refers to a strong cultural preference for
structured situations. In countries such as Greece and Portugal, people tend to rely
heavily on religion, law, and technology to give them a degree of security and clear
rules about how to behave. In countries with low uncertainty avoidance, including
Singapore and Jamaica, people seem to take each day as it comes.
4. Masculinity/femininity is the emphasis a culture places on practices or qualities that
have traditionally been considered masculine or feminine. A “masculine” culture is a
culture that values achievement, money-making, assertiveness, and competition. A
“feminine” culture is one that places a high value on relationships, service, care for the
weak, and preserving the environment. In this model, Germany and Japan are examples
of masculine cultures, and Sweden and Norway are examples of feminine cultures.
5. Long-term/short-term orientation suggests whether the focus of cultural values is on
the future (long term) or the past and present (short term). Cultures with a long-term
orientation value saving and persistence, which tend to pay off in the future. Many

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Asian countries, including Japan and China, have a long-term orientation. Short-term
orientations, as in the cultures of Canada, the United States, Russia, and West Africa,
promote respect for past tradition, and for fulfilling social obligations in the present.
Educa5on and Skill Levels
Economic System
Poli5cal-Legal System
3. Workforce Planning in a Global Economy (L03)

LO3Di
scusshow di
ffer
encesamongcount
ri
esaffectwor
kfor
cepl
anni
ngator
gani
zat
ionswi
th
i
nter
nati
onaloperat
ions.
 Asorgani
zat
ionsconsi
derdeci
si
onsaboutt
heirl
evel
ofint
ernat
i
onalact
i
vit
y,HRpr
ofessi
onal
s
shoul
dprovi
deinf
ormati
onaboutt
herel
evanthumanresourcei
ssues
.
 Whenorganiz
ati
onsdecidetooperateinternat
ional
lyorgl
oball
y,workforceplanningi
nvolves
deci
si
onsaboutwher eandhowmanyempl oyeesareneededforeac hinter
nationalf
aci
li
ty.Some
count
ri
esal
lowempl oyer
smoreflexibi
li
tyinmeet i
nghumanr esour
ceneeds .HRM professional
s
needtobeconvers
antwi t
hsuchdiffer
ences .

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4. Selec<ng Employees in a Global Labour Market (L04)

LO4Descr
ibehow compani esselectandt r
ainhumanr esourcesinagl oballabourmar ket.
 Manyor ganiz
ationswithint
ernat
ionaloperat
ionsfil
lmostposit
ionswit
hhost -
count r
ynati
onals.
Theseemployeescanmor eeasil
yunderstandthev al
uesandcust omsoft helocalworkf
orce,and
hi
ri
nglocal
lytendstobel essexpensivethanmovi ngemployeestonewl ocati
ons.
 Organi
zati
onsalsofil
lf
oreignposi
t
ionswi t
hhome-countryandthir
d-count
rynational
swhohave
humanr el
ati
onsski
llsassociat
edwit
hs uccessi
nint
ernational
assignments.Theyalsomayuse
“vi
rt
ualexpat
riat
es,
”whodonotgoabr oadforanextendedperiod.
 Whensendi
ngemployeesoni
nter
nat
ionalassi
gnment
s,or
gani
zat
i
onspr
epar
etheempl
oyees(
and
of
tent
hei
rfami
l
ies)t
hroughcr
oss-
cul
t
ur al
trai
ni
ng.
Selection of employees for international assignments should reflect criteria that have been
associated with success:
 Competency in the employee's area of expertise.
 Ability to communicate verbally and nonverbally in the foreign country.
 Flexibility, tolerance of ambiguity, and sensitivity to cultural differences.
 Motivation to succeed and enjoyment of challenges.
 Willingness to learn about the foreign country's culture, language, and customs.
 Support from family members.
Culture shock – disillusionment and discomfort that occur during the process of adjusting to
a new culture.
Figure 10.3 Emotional Stages Associated with a Foreign Assignment

Virtual expatriates – employees who manage an operation abroad without permanently
locating in the country.
5. Training and Developing a Global Workforce

In an organization whose employees come from more than one country, some special
challenges arise with regard to training and development:
1. Training and development programs should be effective for all participating
employees, regardless of their background.
2. When organizations hire employees to work in a foreign country or transfer them to
another country, the employer needs to provide training in how to handle the
challenges of working there.

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Training Program for an Interna5onal Workforce
Cross Cultural Prepara5on

Cross-cultural preparation – training to prepare employees and their family members for
an assignment in a foreign country.
The training is necessary for all three phases of an international assignment:
1. Preparation for departure—language instruction and an orientation to the foreign
country's culture.
2. The assignment itself—some combination of a formal program and mentoring
relationship to provide ongoing further information about the foreign country's
culture.
3. Preparation for the return home—providing information about the employee's
community and home-country workplace (from company newsletters, local
newspapers, and so on).
Canadian-based companies sometimes need to be reminded that foreign-born employees who
come to Canada—inpatriates—need cross-cultural preparation as much as Canadian
employees sent on foreign assignments.
Global Employee Development
6. Performance Management Across Na<onal Boundaries

Training professionals offer the following ideas for preparing and delivering training
programs to employees in other countries.
 To get training sessions off to a positive start, learn the other culture's customs for
greeting people and making eye contact. Know how to treat others with respect, and
know how to interpret reactions to the presentation. In some cultures, speaking up is a

lOMoARcPSD|22519946
sign of interest; in other cultures, listening quietly is preferred, because it signals that
the participants are thinking about what they are learning.
 Learn about the other culture's values related to humour. A hilarious joke in Canada
might be puzzling or completely inappropriate somewhere else.
 Be aware that employees from different countries may be used to different learning
methods. Trainees in Canada might expect to get involved in a group to practise
concepts, whereas trainees in Africa or Asia might assume that good teaching involves
a lecture from a person with authority. A mixture of learning activities can engage
many kinds of learners.
 If the trainees are a multicultural group and are expected to engage in teamwork,
don't leave them alone to flounder with cultural differences. The trainer should assign
trainees to groups, rather than leaving them to divide up on their own, and the trainee
should monitor group activities, watching for individuals who seem not to be
participating and asking questions that bring them into the activity.
 Devise training exercises that are relevant to all the participants. The exercises should
not favour one cultural group of participants over another—for example, by
investigating an issue that will be familiar only to part of the group.
7. Compensa<ng and Rewarding an Interna<onal Workforce (L05)

LO5Di
scusschal lengesr elatedt ocompensat i
ngandr ewardingemployeesgl obal
ly.
 Pays t
ructurescandi ffersubs
tant
ial
l
yamongcount ri
esinter
msofpayl evelandtherel
ati
vewor
thof
j
obs.Or ganizat
ionshav etodeci
dewhet hert
osetpaylevel
sanddifferencesintermsofwhat
workersareus edt oint hei
rowncountri
esorinter
msofwhatempl oy ees'col
leaguesear
nat
headquar t
ers.
 Thes
edeci sionsaffectt
heor ganiz
ati
on'
scostsandabil
i
tytocompete,soor
ganizati
onsconsi
der
l
ocall
abourcost si
nt heirl
ocationdeci
si
ons.Alongwi
ththebasi
cpayst r
uct
ure,organi
zat
i
onsmust
makedecisionsregar di
ngincenti
vepay,suchasbonusesandstockopti
ons.
 Lawsmaydict
atediffer
encesinbenefitpackages,andt
hev
alueofbenefit
swi
l
ldi
fferi
facount
ry
requi
rest
hem ormak esthem agover
nments ervi
ce.
Pay Structure
Incen5ve Pay
Employee BeneMts and Services
8. Interna<onal Labour Rela<ons

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Managing Expatriates
Selec5ng Expatriates
A successful expatriate must have a high level of cross-cultural competence—be sensitive to
the host country's cultural norms, flexible enough to adapt to those norms, and strong enough
to survive the culture shock of living in another culture. In addition, if the expatriate has a
family, the family members must be able to adapt to a new culture. Adaptation requires three
kinds of skills:54
1. Ability to maintain a positive self-image and feeling of well-being.
2. Ability to foster relationships with the host-country nationals.
3. Ability to perceive and evaluate the host country's environment accurately.

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9. Preparing Expatriates (L06)

LO6Expl
ainhow empl oyer
sprepareemployeesf ori
nternat
ionalassignment sandfortheirr
etur
nhome.
 Whenanor ganiz
ati
onhasselect
edanempl oyeeforanint
ernati
onalassi
gnment,i
tmustpreparethe
personf
ortheexperi
ence.I
ncross-
cult
uralt
rai
ni
ng,thesoon-to-
be-expat
ri
atel
earnsaboutthe
f
oreigncul
t
ur eheorsheisheadi
ngto,andstudi
esherorhisownhome- count
rycult
ureaswellf
or
i
nsight
.
 Preparat
ionoft
heexpatri
ateshouldalsoincl
udecareerdevel
opmentact
i
vit
i
est
ohelpt
heindi
vi
dual
acquir
ev al
uabl
ecareerski
ll
sduringtheinter
nat
ionalassi
gnmentandatt
heendoft
heassi
gnmentt
o
handlerepat
ri
ati
onsuccessful
l
y.
 Communicat
i
onofchangesathomeandv
ali
dat
i
onofaj
obwel
ldoneabr
oadhel
ptheex
pat
ri
ate
t
hrought
herepat
ri
ati
onprocess
.
Managing Expatriates’ Performance
Compensa5ng and Rewarding Expatriates

One of the greatest challenges of managing expatriates is determining the compensation
package. Most organizations use a balance sheet approach to determine the total amount of
the package.
Figure 10.6 The Balance Sheet for Determining Expatriate Compensation
After setting the total pay, the organization divides this amount into the four components of a
total compensation package:
1. Base salary—determining the base salary is complex because different countries use
different currencies (dollars, yen, euros, and so on). The exchange rate—the rate at
which one currency may be exchanged for another—constantly shifts in response to a

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host of economic forces, so the real value of a salary in terms of dollars is constantly
changing. Also, as discussed earlier, the base salary may be comparable to the pay of
other employees in the home country or comparable to other employees at the foreign
subsidiary. Because many organizations pay a salary premium as an incentive to
accept an overseas assignment, expatriates' salaries are often higher than pay for
staying in the home country.
2. Tax equalization allowance—“Tax equalization holds that the worker neither gains
nor loses with regards to tax liability as a result of an international
assignment.”63 Countries have different systems for taxing income, and in some
countries, tax rates are higher than in Canada. Usually, the employer of an expatriate
withholds the amount of tax to be paid in the home country, then pays all of the taxes
due in the country where the expatriate is working.
3. Benefits and services—Most of these issues have to do with whether an employee can
use the same benefits in the foreign country. For example, if an expatriate has been
contributing to a pension plan in Canada, does this person have a new pension plan in
the foreign country? Or can the expatriate continue to contribute to the Canadian
pension plan? Similarly, health benefits may involve receiving care at certain health
facilities. While the person is abroad, does the same health plan cover services received
in the foreign country? In one case, flying an employee back to Canada for certain
procedures actually would have cost less than having the procedures done in the
country where the person was working. But the company's health plans did not permit
this alternative. An employer may offer expatriates additional benefits to address the
problem of uprooting a partner when assigning an employee overseas.
4. Allowance to make a foreign assignment more attractive—Cost of living allowances
make up the differences in expenses for day-to-day needs. Housing allowances ensure
that the expatriate can maintain the same standard of living as in Canada. Education
allowances reimburse expatriates who pay tuition for their children to attend private
schools. Relocation allowances cover the expenses of making the move to the foreign
country, including transportation, shipping or storage of possessions, and expenses for
temporary housing until the employee can rent or purchase a home.
Helping Expatriates Return and Minimizing Turnover

Repatriation – the process of preparing expatriates to return home from a foreign
assignment.
The use of a well-written international assignment letter is a helpful means to clarify the
rights and responsibilities of both the employer and employee for a relocation and subsequent
return.

lOMoARcPSD|22519946
Companies are increasingly making efforts to help expatriates through this transition and
take steps to ensure expatriates stay with the company after their return. Expatriates are
more likely to stay with a company that provides them opportunities to use their international
experience. Two activities help the process along: communication and validation.
Communication refers to the expatriate receiving information and recognizing changes while
abroad. Validation means giving the expatriate recognition for the international service when
this person returns home.

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Managing the Employment Relationship (The University of British Columbia)

Studocu is not sponsored or endorsed by any college or university

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CHAPTER 1 – STRATEGIES, TRENDS, AND CHALLENGES IN HRM---------------------------------------2

CHAPTER 3 – ANALYZING WORK AND DESIGNING JOBS-------------------------------------------------26

CHAPTER 4 – PLANNING FOR AND RECRUITING HUMAN RESOURCES-------------------------------36

CHAPTER 5 – SELECTING EMPLOYEES------------------------------------------------------------------------45

CHAPTER 6 – TRAINING AND DEVELOPING EMPLOYEES------------------------------------------------51

CHAPTER 7 – MANAGING EMPLOYEES’ PERFORMANCE-------------------------------------------------66

CHAPTER 8 – TOTAL REWARDS---------------------------------------------------------------------------------80

CHAPTER 9 – LABOUR RELATIONS----------------------------------------------------------------------------96

CHAPTER 10 – MANAGING HUMAN RESOURCES GLOBALLY------------------------------------------108

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Chapter 1 – Strategies, Trends, and Challenges in HRM

 TheHRM pr ocessbegi nswit

2. Why Are People so Valuable?

Economic value is usually associated with capital—equipment, technology, and facilities.

Human Capital – an organization's employees, described in terms of their training,

experience, judgment, intelligence, relationships, and insight.

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management therefore contributes to such basic measures of an organization's success as

quality, profitability, and customer satisfaction.

Figure 1.2 Impact of HRM

In terms of business strategy, an organization can succeed if it has a sustainable competitive

 Human resources are valuable. High-quality employees provide a needed service as

they perform many critical functions.

a talented and experienced manager or technician.

 Human resources cannot be imitated. To imitate human resources at a high-

High-performance Work System – an organization in which technology, organizational

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3. What Are the Responsibili<es of HR Department?

1. Administrative services and transactions—Handling administrative tasks (for

example, processing tuition reimbursement applications and answering questions

the particular tasks.

2. Business partner services—Developing effective HR systems that help the organization

understand what the business needs.

3. Strategic partner—Contributing to the company's strategy through an understanding

company a competitive advantage. For strategic ideas to be effective, HR people must

understand the business, its industry, and its competitors.

Analyzing and Designing Jobs

Job analysis – the process of getting detailed information about jobs.

given job requires.

Recrui5ng and Hiring Employees

achieve its goals.

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Training and Developing Employees

Development – the acquisition of knowledge, skills, and behaviours that improve an

employee's ability to meet the challenges of a variety of new or existing jobs.

match the organization's goals.

Compensa5ons and Rewards

Maintaining Posi5ve Employee and Labour Rela5ons

Establishing and Administering HR Policies

Ensuring Compliance with Federal and Provincial Legisla5on

4. Why Focus on Strategy? (L02)

require to meet its objectives.

a positive influence on the company's bottom line or key stakeholders.

Corporate Social Responsibility (CSR) – an organization's commitment to meeting the

needs of its stakeholders.

the community, customers, and employees).

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oftheCanadi anlabourmar ket

Productivity – the relationship between an organization's outputs (products, information or

Expanding in Global Markets