Solution Manual For Human Resource Management Applications Cases Exercises Incidents and Skill Builders 7th Edition

Solution Manual for Human Resource Management Applications Cases, Exercises, Incidents, and
Solution Manual for Human Resource Management

Applications Cases, Exercises, Incidents, and Skill
Builders, 7th Edition
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INSTRUCTOR’S MANUAL
APPLICATIONS IN HUMAN RESOURCE MANAGEMENT 7E
PART 3
Developing Effectiveness in Human Resources:
Training, Career Development, and Performance Appraisal
Orientation/Training/Career Development
51. CASE: CAREER DEVELOPMENT AT ELECTRONIC APPLICATIONS
I. OVERVIEW:
This situation at Electronic Applications is typical of fast-growth companies during their period
of rapid growth. Human resource policies and procedures tend to lag behind other needs of the
organization. The emphasis is on "getting things done" rather than on establishing administrative
systems to support the strategic thrusts of the organization. It is assumed that good people will be
recognized and employees are left on their own to develop their own career paths.
Under such conditions, good employees often become frustrated because they feel "dead-
ended." They wish to grow, develop, and assume higher level responsibilities. Since they cannot see
any way to do this in their own company, they tend to look for "greener pastures."
157
Instructor’s Manual – Part 3 158
II. OBJECTIVES:
This case can be used to illustrate the frustrations of employees in organizations lacking a
formalized career development system. The assumptions that "they will figure it out" or "everyone is
responsible for his or her own career" represent an abdication of management responsibility to develop
their employees.
A second objective is to force students to examine traditional job structures wherein the only
realistic goal which technical employees could aspire to is supervision of other technical employees.
This means good engineers must give up their technical activities and become managers in order to
advance. This may not be the best use of the employee's talents. Consequently, students will be forced
to think through how they would develop an alternative career ladder system.
III. DISCUSSION:
This case gives Mr. Sweeney (and the students) an opportunity to design a career development
system from the "ground floor." In its rush to grow, Electronic Applications has clearly neglected the
career needs of employees. If no changes are made, the technical core of the organization will be
adversely affected as the better engineers leave to advance themselves. Mr. Sweeney does not have
the option of doing nothing.
IV. ANSWERS TO CASE QUESTIONS:
1. Describe the nature and causes of the problem faced by Sweeny.
This organization lacks a human resources planning and career development component.
2. What additional questions should Sweeney ask or what additional information is

needed before proceeding toward a solution to this problem? Why?
a. To what degree do other supervisors (other than Harry James) tend to "hoard" their good
employees?
b. Are supervisors rewarded for developing their subordinates? If so, how?
c. In what areas are future job opportunities going to be available in this company?
d. What have other competitive companies in the area done in terms of career development?
3. What are the individual and organizational benefits of a formalized career

development system?
Organizational benefits include increased employee commitment to the job and organization,
improved performance, an enhanced ability to meet human resources requirements, and lower
turnover. Individual employees may experience increased self-worth, increased job satisfaction, and the
opportunity to continue to grow and develop. In order to reap these benefits, both parties must take
responsibility and commit their resources.
4. If Sweeney decides to develop a formalized career development system at Electronic

Applications, what components or types of services should be offered? Why?
The first component should be development of a human resources planning system so that
supply and demand for various types of human resources can be forecast for various points in the
future.
A second component might be a training program to help supervisors recognize talent and to
develop it through counseling, providing feedback, and various development tasks.
A third component might be expansion of the present performance appraisal form to include
"future potential" and various specific goals for the employee.
A fourth component might be development as a job structure for the Research and
Development Department which allows for promotion through a series of higher-level positions in both
technical and administrative career ladders. Higher level positions in both career ladders would involve
more responsibility and a higher salary. Such ladders should be widely communicated throughout the
organization.
A fifth component might be to provide horizontal as well as vertical career paths which could be
used when growth slows and higher-level opportunities are few.
A sixth component might be specific identification of, and rewards for, supervisors who develop
their subordinates to such a degree they are promoted out of the department.
5. Should career development activities be integrated with other human resource

management activities? If yes, which ones? Why?
The organization might enhance recruitment, selection, and placement programs to better
match persons to positions, thus lessening pressures for promotion through realistic job and career
previews. Improvements in performance appraisal systems could help provide more accurate and
detailed feedback about strengths and weaknesses so that internal career moves could be planned more
realistically. Human resource planning could provide accurate estimates of numbers and types of
positions required in the future. Human resource information systems could centralize data about
potential positions. Improvements in career development and in other areas of human resources
management should be mutually reinforcing.
6. What criteria should Sweeney consider to evaluate good candidates for promotion?
What criteria should he use to evaluate the performance of supervisors in
development of their subordinates?
Good candidates for promotion will be those individuals who have already demonstrated the
skills, knowledge, and abilities required in the higher level position. Sweeney should identify these for
all higher-level positions before he attempts to promote individuals who may or may not possess them.
Those who have the potential to develop the requisite skills may also be considered promotable.
Supervisors should be evaluated (among other criteria) based on development of their subordinates as
evidenced by counseling sessions, assistance in career goal-setting, and promotions from the unit.
52. CASE: THE SAFETY TRAINING PROGRAM
I. OVERVIEW:
This case focuses on three different aspects of training and development: (1) employee
orientation, (2) on-the-job training, and (3) formal training.
II. OBJECTIVES:
1. To provide a catalyst for discussing the goals and objectives of an employee

orientation program.
2. To demonstrate the required interrelationships between training needs, training
methods, and training evaluation.
3. To illustrate the importance of choosing an appropriate training methodology.
4. To provide a basis for examining effective on-the-job training techniques.
III. DISCUSSION:
This case depicts a situation in which a training program appears to have failed. To some extent
it also shows what a fiasco some firms make of training.
Students who read HR textbooks sometimes conclude that all firms have systematic training
programs and follow the guidelines presented in these books. While most large companies do follow
most of these guidelines, smaller firms often do not. Students should be reminded that some firms have
little human resource expertise of any kind, including training.
Another related point is that some students implicitly believe that all firms should have and use
sophisticated human resource policies, procedures and methods, including state-of-the-art training
programs. The point is that this is not necessary for a small firm's survival. It would not be cost effective
for them to develop these. Indeed, firms can be quite successful without them.
1. Evaluate the company's on-the-job training program. Should it be changed?
This question is designed to facilitate discussion regarding the purposes of on-the-job training,
the basic principles for conducting it effectively, strengths and weaknesses of it, and what should and
should not be covered in OJT. In this case, the company obviously is relying heavily on older workers to
make up for deficiencies in the on-the-job training program. Many will argue that this proves that more
OJT is needed. Perhaps so, but most organizations rightfully consider costs vs. benefits in deciding
whether to give additional training, not just the benefits.
Joe Gleason, the supervisor, seems to think that OJT is a perfect way to belittle college students.
His approach is not appropriate and is potentially costly to the firm.
2. Should the company install an employee orientation program for new factory
workers, or is one unnecessary?
The case states that the company has no formal orientation program for its factory workers.
This statement can serve as the basis for discussing the whole issue of what the purpose of a formal
orientation program is, what subject areas are typically covered in these programs, and when a formal
program is needed and when one is not. Most human resource texts cover these questions, and
instructors may want to discuss them based on what is stated in the text. As a side issue one may want
to discuss the difference between formal and informal orientation programs. One suspects in this case
that while the company may not have a formal program, it does, in effect, have an informal one. How
else would employees find out about benefits, company rules, etc.?
3. What changes should be made in the company's safety training program?
The company's safety training program appears to be a failure. While one may want to discuss
the reasons for its failure, it is also important to discuss: (1) how do organizations know if a training
program has been successful? (2) should the company have offered a safety training program in the first
place? and, (3) what changes should be made in the program? Assuming the company truly wanted its
employees to lift objects properly, one would think that a demonstration followed by a hands-on
application would probably be more effective than the use of straight lecture. In any event, students
often suggest numerous ways that the training could be improved which facilitates discussion of the
pros and cons of various instructional methodologies.
4. What other kinds of approaches other than training might a firm take to emphasize
safety and curtail accidents other than training?
Most firms take a multifaceted approach to enhancing safety. In addition to offering safety
training programs, firms usually develop safety related work rules and enforce these via the progressive
discipline system. Thus, if an employee is engaging in unsafe behaviors, the supervisory would discipline
him or her. In addition, firms often display safety-related posters that encourage employees to take
preventive steps. Some firms encourage safe behaviors by rewarding this behavior monetarily or
through recognition programs. Other approaches to improving safety include: establishing safety
committees, implementing safety inspections and accident investigations, and conducting accident
research.
53. CASE: THE MENTORING PROBLEM AT WALNUT INSURANCE
I. OVERVIEW:
This case demonstrates some of the important issues that surround the development of
employees through the use of mentoring. Many firms believe that mentoring employees is important,
yet it is not without problems as this actual case shows. The case raises the question of whether
mentoring should be done on a voluntary basis or whether it should be required. It raises the issue of
how important mentoring is to women in terms of upward mobility. The case also addresses sexual
harassment issues. Finally, the case raises the issue of what are the alternatives to mentoring.
II. OBJECTIVES:
1. To familiarize students with some of the potential problems with using mentoring as
a means for developing employee skills and abilities.
2. To familiarize students with alternatives to the use of mentoring.
III. ANSWERS TO CASE QUESTIONS:
1. If you were Tom Morrison, would you implement a formal mentoring program? Is
so, how would you address the VP's concerns?
In deciding whether or not to implement a formal mentoring program, Tom has at least two
issues that need to be addressed. First, how important is it to the firm's success that a formal mentoring
program be adopted? As outsiders, we do not know the answer to this question. Only management can
answer this. However, we do know that mentoring has numerous potential benefits for this particular
firm and they are described in the case--to provide employees with feedback regarding their strengths
and weaknesses and to help them develop plans for achieving management positions.
The second is to what extent Tom believes in participative leadership and employee
involvement in decision making. Thus, there is a decision quality issue and a leader-subordinate
relationship issue.
When analyzing this case, students may completely ignore the second issue, yet it may actually
be more important than the first. Tom obviously believes in some form of participative management, or
he would not have asked for VP input in the first place. He appears to believe in team management and
wants to preserve it. Now, if Tom does not follow the VP's recommendations, it may have an adverse
effect on all of the group's subsequent interactions. It may establish Tom as a dictatorial leader, thereby
adversely affecting the organization's culture. Keep in mind that all of the VPs are against having a
formal mentoring program and adamantly so.
One must also ask how successful a mentoring program will be if all of the VPs who must
implement it are against it. Gaining VP acceptance of the program seems critical because they can easily
make sure that it fails.
EPILOGUE: The president of the company discussed the mentoring issue with the VPs again and
tried to convince them that a mentoring program should be implemented. The VPs continued to oppose
the plan. Finally, the President announced that a formal program would be implemented. He assured
the VPs that he would stand behind them if they were falsely accused of sexual harassment and told
them that mentoring would be done in three or more person teams as much as possible so as to reduce
the need for VPs to meet with employees one-on-one in remote locations. Immediately one of the VPs
quit, and within two months another one also quit because of the decision.
2. What alternatives to a mentoring program are available to Morrrison?
Tom has several alternatives to consider. First, he could develop a series of formal
training/management development programs that would teach employees the skills necessary to
become managers. To implement this, the firm's Human Resource Department would need to develop
a list of skills that are critical to managerial success at Walnut Insurance and then teach employees these
skills. Alternately, Walnut could send employees to professional development programs offered by
colleges, universities, the American Marketing Association, and other trade associations.
Tom might also want to consider developing a more individualized approach to employee
development. Rather than send all sales agents to the same programs, Walnut could have each agent's
supervisor work with the agent to develop a tailor made development program. Some firms who use
this approach refer to it as "performance management." This approach involves not only attending
formal training programs but also engaging in cross-training, reading books, listening to skill building
tapes, conducting interviews with others in the firm, etc.
Yet another approach for Tom to consider is that of job rotation. Rather than have employees
work primarily in one sales region and only do sales work, Walnut could rotate them from location to
location and from job to job. This would give them an opportunity to experience an array of jobs and
better prepare them to be managers.
One might argue that none of these approaches are an acceptable substitute for mentoring.
Research suggests that mentors provide career and psychosocial support to employees. Career support
includes coaching, sponsorship, and providing challenging assignments. It involves giving the employee
an opportunity to be seen by other managers and to see what other managers are doing. Psychosocial
support includes serving as a friend and role model, giving praise and constructive criticism, and serving
as a good listener whenever the employee has fears, anxieties, and problems.
54. CASE: MANAGEMENT DEVELOPMENT: THE I-MBA REQUEST
I. OVERVIEW
This incident focuses on the general topic of management development and on granting
employees tuition reimbursement for classes taken at colleges and universities. More specifically, it
focuses on alternative ways firms can develop managerial skills and on the issue of reimbursement for
classes taken over the internet. In recent years, more and more universities have been offering internet
courses. Some of these programs have been criticized for their lack of academic rigor while others have
been viewed as being nothing more than diploma mills. What sets these I-programs apart from
traditional programs is their high cost. In the incident cited, the MBA program will cost almost $50,000.
II. OBJECTIVES:
1. To make students aware of different approaches for enhancing managerial skills.
2. To familiarize students with the potential problems associated with tuition

reimbursement requests.
3. To familiarize students with the potential problems associated with internet

programs.
4. To familiarize students with criteria that need to be considered in granting tuition

III. ANSWERS TO INCIDENT QUESTIONS
1. What other management development approaches could the firm use to improve
managerial skills other than I-MBA programs?
The firm has a large number of alternatives that it should consider for improving managerial
skills. Among these are: job rotation, lateral transfers, special projects, coaching, understudy
assignments, and mentoring programs. In addition, the firm could send managers to executive
development programs offered by universities such as the University of Michigan, Harvard, and the
University of Pennsylvania (Wharton). Also, there are conferences and workshops offered by numerous
professional organizations such as the American Management Association, the Conference Board, and
the Center for Creative Leadership that managers could attend.
Another approach the firm could take is to hire an outside firm to conduct management
development programs in house. Since the firm currently has no formal management development
program, it may want to provide one for all or most managers. Rather than spent $50,000 on just one
employee, it could spend this same amount on programs that would benefit many managers.
The firm may want to begin by conducting a skills and abilities assessment of its current
managers. This could be part of a succession planning program. Once the firm has done its assessment,
it could then determine any skill deficiencies that exist among its managers and then develop a strategy
for enhancing these skills. It would then be in a better position to know which approach to management
development is most appropriate.
2. What criteria should the firm use to determine if it will pay for employees to enroll
in any degree program offered on the internet, including an I-MBA program?
Each firm must determine the criteria used to determine if an employee’s request for tuition
reimbursement will be granted. Often, this is based on the amount of money budgeted for this which
reflects the firm’s financial condition and the value the firm places on education and training. Listed
below are some of the questions a firm needs to answer in determining the criteria for granting tuition
A. Who is eligible for tuition reimbursement?

1. How long must an employee have worked for the firm in order to be eligible? Six
months? One year?
2. Are part time employees eligible or just full-time?
3. Must a person still be working for the firm when the course in completed in order to be
eligible?
4. Are employees who have received a formal disciplinary warning eligible?
5. Are employees who receive an “unsatisfactory” evaluation eligible?
B. What is the maximum reimbursement? What expenses are covered?

1. What is the dollar limit on tuition reimbursement per course or per year? Or, what is the
maximum number of courses that will be reimbursed per semester or quarter? Six per
semester? Seven? 18 credits per year?
2. Is reimbursement dependent on the grade the employee receives in the course?

Must a person receive a grade of “C” or better in order to be reimbursed? Will the
amount reimbursed vary with the grade received, i.e., more is paid for an “A” than for a
“B” etc.?
3. Does reimbursement cover books? Travel? Student fees?
C. What classes or programs are eligible for reimbursement?

1. Must the program of study be job related or is any program eligible?
2. Must the particular class be job related? If a class is not job related but the program of
study is, will the firm reimburse?
3. Must the course be offered by a college or university or can it be offered by others?
4. Must the college of university offering a course or program be accredited? If so, by
whom?
D. What forms must be completed?

1. How does the employee apply to the firm to take classes? What forms need to be
completed?
2. What forms must the employee complete in order to receive reimbursement once the
course is completed? Must the employee present proof of course completion or a final
grade report in order to be reimbursed?
E. Must the employee agree to stay with the firm for a given period after receiving tuition
reimbursement?
3. Should the firm grant Thomas William’s request?
One could argue that whether Thomas’s request should be granted should be based on the
firm’s overall management development strategy. According to the case, the firm has no formal
management development program. Perhaps it needs to develop one. As suggested in the answer to
Question 1 above, the firm could conduct an assessment of its managers’ present skills and abilities and,
based on this, develop a plan for overcoming any weaknesses. The firm would then be in a better
position to know whether I-MBA programs should be a part of its plan.
Assuming that I-MBA programs are a part of the firm’s plan, Thomas’s request presents the firm
with an interesting dilemma. If they grant the request, Thomas may complete the program and then
leave for another firm. On the other hand, if the request is denied, he may also leave. Complicating
matters is the fact that the program is new and expensive and that it does not appear to address
Thomas’s interpersonal skills weakness. One solution would be to set a limit on the amount the firm will
reimburse and not pay the entire $50,000. For example, the firm could offer to pay half, one third, or
even less of the costs. Alternately, the firm could suggest that Thomas examine other MBA programs to
determine whether these programs would be more appropriate and cost less. In any event, the firm
may want to ask Thomas to sign an agreement that he will stay with the firm for a specific period after
degree completion or that he will reimburse the firm for the tuition if he leaves before a specific period.
Of course, the firm will want to monitor his performance in the program to see if he is performing well.
It is important to note that one important issue relates to the 2 one-week residencies that are
required. Should the firm require that Thomas count these toward his vacation or will the firm exclude
them? Excluding them will add to the costs of the program.
It is important to remind students that whatever the firm decides regarding Thomas’s request is
likely to be precedent setting. Undoubtedly, other requests will be forthcoming so the firm needs to
have a clear set of criteria that will be applied in all cases. It can’t easily grant Thomas’s request and
then disapprove of similar ones and still be consistent.
55. EXERCISE: DESIGN AND EVALUATION OF TRAINING PROGRAMS
I. OBJECTIVES:
1. To help students determine which training methods are most appropriate for
achieving particular objectives.
2. To show students the linkages between training objectives, training methods, and
training evaluation.
3. To help students learn how to identify and write training objectives.
4. To build skill in the evaluation of training programs.
II. OUT-OF-CLASS PREPARATION TIME: 1 hour
III. IN-CLASS TIME SUGGESTED: 45 Minutes
IV. PROCEDURES:
Prior to the class meeting in which this exercise will be discussed, the students should read the
entire exercise and complete Forms 3.1 and 3.2 in pencil or on a separate sheet of paper. At the
beginning of the class period, the instructor should divide the class into discussion groups of three to
five students.
Each group should begin by completing Form 3.1. If students are unfamiliar with any of the
training methods listed, the instructor should either provide such information prior to the class meeting
or suggest students consult their texts.
Students should look at each training objective/outcome and then determine which training
methods would be most appropriate for achieving each of the six training objectives. Since each group
member comes into the class period with his or her own ideas on which training method is most
appropriate for achieving which objectives, there may be a need for some discussion and negotiation
before a group consensus can emerge.
Put an "x" beside the method that seems most appropriate for achieving each objective or
outcome. For example, if they believe that a lecture with questions would be a good method of
facilitating knowledge acquisition on the part of a training program participant, they would put an "x" in
that space. Then they would put an "x" wherever a particular training method seems appropriate for
achieving particular training objectives or outcomes. For each of the six objectives or outcomes, they
should have at least three, but no more than eight, training methods which are identified as most
appropriate.
Students now look at the data in Exhibit 3.2. These data are taken from a training needs analysis
of Corporation X. The percent indicates the percentage of executives and middle managers requesting
training in each of the subject areas. The numbers under that, opposite each of the two training needs
identified for each group, indicate the percentage of that group requesting training in those subject
areas. This company has no previous formal training programs for its employees and the newly hired
Director of Training has asked the student groups to answer the following questions:
1. What training objectives should I set for the selected training need?
2. What training methods should I use to meet these objectives?
3. What training evaluation method should I use to evaluate each training method or
program?
Before completing Form 3.2, each group should review the information in Form 3.1 and Exhibit
3.2. Then they should select one training need which they feel should be the new Director of Training's
top training priority for the coming year. For example, they might choose either strategic planning or
performance appraisal techniques.
The groups develop specific objectives for the training program they are recommending to be
offered. If they select strategic planning, then possible objectives might be increased knowledge about
the process of strategic planning or successful development of a strategic plan for the corporation or the
executive's department. Likewise, objectives for a performance appraisal program might be the design
of an appropriate performance appraisal form and process for the individual middle manager's
particular situation.
Once the objectives are determined, they usually fit under one of the six major objectives or
outcomes listed in Form 3.1. Based upon their previous analysis in Form 3.1, students select up to three
training methods for achieving these training objectives for executives and middle managers. For
example, achieving the objective of helping executives improve their strategic planning skills might
involve on-the-job mentoring by consultants or other executives skilled in this process, management
games, lectures, or cases.
The final step is to determine the most appropriate method of evaluating the particular training
program or programs. The four major methods of evaluation in order of their degree of complexity and
difficulty are as follows:
1. Participant reaction - usually determined by a questionnaire immediately at the

conclusion of the training program.
2. Learning - assessment of knowledge about or attitudes towards a particular subject,
both before and after a training experience.
3. Behavioral change - changes in on-the-job behavior or performance as measured by

performance appraisals, subordinates perceptions, supervisor perceptions, and/or
individual productivity data.
4. Organizational effectiveness - decreases in departmental or organizational costs,
turnover, absenteeism, grievances, and increases in departmental or organizational
sales, income, or productivity as compared to a control group of those not attending
training.
Student groups complete Form 3.2 by selecting up to three training evaluation methods for the
training methods they have selected. If they selected three training methods, then they will use all
three columns and fill in as many evaluation methods as they feel are appropriate. They may decide to
recommend only one training method and one evaluation method.
Finally, the groups answer the questions at the end of the exercise. Once all the questions are
answered, each group will appoint a spokesperson to discuss the group's recommendations. When all
groups have finished, the instructor will compare results in each of the groups and discuss possible
reasons for differences between the groups.
V. POSSIBLE SOLUTION/DISCUSSION:
Form 3.1 requires each student group to identify from three to eight of the most appropriate
training methods for each of the six training objectives or outcomes: knowledge requisition, attitude
change, problem-solving skills, interpersonal skills, participant acceptance, and knowledge retention.
For knowledge acquisition, the most effective training methods include lecture (with questions),
videos, reading lists, and on the job mentoring.
For attitude change, the most effective training methods include role playing, incidents, and
behavioral modeling.
For developing problem-solving skills, the best methods are cases, incidents, management
games, simulations, and on-the-job mentoring.
For developing interpersonal skills, the best methods are incidents, role playing, and on-the-job
mentoring.
Participant acceptance is greater for management games, simulation, cases, and on-the-job
mentoring.
Finally, knowledge retention is best for on-the-job mentoring.
For Form 3.2, the results will depend upon which occupational group and which training need
the student groups choose to pursue. Let's assume they choose to develop a training program to teach
performance appraisal techniques for middle-managers. One objective might be to cover the major
methods of performance appraisal (including the present form used in the company), together with
their advantages and disadvantages.
Possible training methods for conveying this information would be lecture (with discussion),
reading lists, videos, and on-the-job mentoring. Each student group should choose one method (i.e.,
lecture with discussion), and write that beside the training objective. Then they should write how they
would evaluate the effectiveness of that method. If they choose participant reaction and participant
learning, (the most likely choices), these should be written in the next column under "Training Method."
Finally, each group will fill in the most appropriate evaluation method in the evaluation column. For
example, the evaluation of a lecture might be based on participant learning or knowledge of intention.
Form 3.2 would then be filled out by the student group as shown. The bottom half of the form
should be filled out as was the top half. The instructor should make sure students choose significant
training needs (as identified in Exhibit 3.2) and the methods of training and evaluation are appropriate.
The end of the exercise questions will be answered for each student group. There are no right
or wrong answers. The instructor might wish to share his or her own experiences with training in
answering these questions.
FORM 3.2
THE RELATIONSHIP BETWEEN TRAINING OBJECTIVES, METHODS, AND EVALUATION METHODS
Training Need: Performance Appraisal
Training Objectives Training Methods Evaluation
1. Present appraisal
1. Lecture 1. Participant learning
methods
2. Practice appraisal
2. Videos 2. Behavioral change
interviews
3. Develop form and

3. Mentoring 3. Participant acceptance
process
Training Need: Strategic Management
Training Objectives Training Methods Evaluation
1. Present strategic planning 1. Participant learning

1. Lecture
concepts
2. Management 2. Problem solving skills

2. Formulate strategy
game
3. Develop implementation
3. Simulations 3. Problem solving skills
processes
56. EXERCISE: ON-THE-JOB TRAINING
I. OBJECTIVES:
1. To provide students with practice in conducting on-the-job training.

2. To make students aware of the problems a supervisor may encounter when training
employees.
II. OUT-OF-CLASS PREPARATION TIME: 1-2 hours
III. IN-CLASS TIME SUGGESTED: 45 minutes
IV. PROCEDURES: See Text
V. DISCUSSION:
On-the-job training is the most common form of training, and it is one of the many
responsibilities assigned to most supervisors. However, some students have the mistaken impression
that training is something done only by people in the Human Resource Department and that they
themselves need not be concerned with it. This exercise reinforces the fact that training and developing
employees is an integral part of most managers' jobs, and that it is important for all managers to
understand what is required in order to conduct effective OJT.
Prior to the first demonstration, instructors may want to comment that employees differ in
terms of their learning speed and styles. As a result, supervisors need to adjust their training approach
to the particular employee they are attempting to train.
In addition, it is important to point out that supervisors (trainers) differ in terms of their ability
to perform OJT. Some trainers may be better at giving hands-on training than others. With practice,
however, most everyone will improve. Thus, one of the keys to giving effective OJT is practice. After
each group/ individual finishes training, it may be helpful to ask them to critique it before the rest of the
class is asked to do the same.
57 INCIDENT: THE ORIENTATION PROBLEM
I. OVERVIEW:
Orientation of new employees is extremely important in facilitating their adjustment to the

organization. Yet it is often poorly done. Common problems include an overemphasis on paperwork,
superficial coverage of important matters, too much information in too short a time period, and a failure
to "socialize" the employee in his or her new work environment.
II. OBJECTIVES:
The first objective is to sensitize students to one major problem in employee orientation -the
failure to adequately support and socialize the new employee in the new environment. A second
objective is to force students to think through how an organization might prepare supervisors to provide
high-quality orientation for their new employees. A third objective is to familiarize students with the
components of a good orientation program.
III. DISCUSSION:
In this particular case, the orientation of new employees is divided between a centralized
orientation/training and an on-the-job component provided by supervisors. Unfortunately, not all
supervisors are ready and able to provide their orientation at the work site. This problem reflects some
combination of inadequate information concerning the supervisor's role in orientation as well as
inadequate motivation to do a good job of employee orientation.
1. What types of orientation should supervisors provide at the work site?
Obviously, the answer to this question depends on what information is provided elsewhere (i.e.,
by the Human Resources Department). Typically, the following is provided to all employees by the
Human Resources Department: organizational chart, map, key terms, company handbook, union
contract, list of employee benefits and holidays, copies of performance appraisal forms and other forms,
list of on-the-job training opportunities, sources of information, emergency procedures, copies of
company publications, telephone numbers of company officials, and copies of insurance plans.
Alternatively, the supervisor at the work site should provide any of the above which is not
provided centrally. In addition, copies of specific departmental policies and procedures, specific job
goals and job descriptions, and telephone numbers of key departmental personnel should be provided
by the supervisor.
More importantly, the supervisor should socialize the new employee to the work site, introduce
him or her to all co-workers, review all areas which may be unclear, and provide whatever support is
needed during the transition period before the employee is fully productive.
2. What are the fundamental problems in this situation? What would be required to
address these problems?
The fundamental problem is that many supervisors are neither trained nor motivated to orient
new employees. Some are able to overcome the organization's lack of support for orientation at the
work site. Others are not. Related problems are the selection and motivation of supervisors and
supervisor incentives. Supervisors are not selected based on their interpersonal skills and desire to
facilitate/support the work of others. Nor are good supervisors who do a good job of orientation
provided differential rewards vis-à-vis those who do a poor job. In fact, those who do a poor job are
promoted and provided other rewards relative to their better-performing counterparts.
3. What training methods should be used to train the supervisors assuming approval of
the proposal?
First, expectations concerning supervisor orientation need to be clarified. These expectations

fall into the areas of written materials to be provided, socialization of the new employee into the work
group, and support in various forms during the transition period. Such factual information could be
provided in a lecture/discussion format.
Second, empathy for new employees needs to be developed. This would best be done through
the use of exercises involving role playing.
4. What written materials should the supervisor provide for new letter carriers in light
of what Ms. Burgess already provides?
The employee handbook and the union contract should be provided by the supervisor. In
addition, written material concerning the route or routes to which the employee is assigned and
information concerning personnel in the particular facility would be appropriate if it is available.
5. In addition to the written materials discussed above, what else should the
supervisor do to orient new letter carriers?
In addition to introducing him or her to all personnel in the station upon arrival, the supervisor
should follow-up periodically to determine if there are any problems and (if so) suggest solutions. It is
important that the supervisor convey a "sense of caring" to the new employee. This can be done by
both words and supportive actions.
58. SKILL BUILDER: IDENTIFYING TRAINING NEEDS THROUGH TASK ANALYSIS
I. OBJECTIVES
1. To introduce students to the process and purposes of assessing training needs.

2. To give students practice in determining training needs for a job.
II. TIME REQUIRED TO COMPLETE: 2-3 hours
III. INSTRUCTIONS
There are generally three analyses used to determine an organization’s training needs:
organization analysis, task or operations analysis, and person analysis. This assignment allows you
to perform a task analysis for a particular job by interviewing and observing a job holder. A task
analysis involves systematic collection of data about a specific job. Its purpose is to determine
what an employee should be taught to perform the job at the desired level. It generally includes a
description of the major tasks of the job, standards of performance, how the tasks are to be
performed to meet the standards, and the skills, knowledge, and abilities necessary. You will
conduct the task analysis by following the steps described below:
Step 1: Select a job to analyze. You may choose a job currently held by a relative, friend, fellow
student, etc. (If you completed “Exercise 34: Writing Job Descriptions” in Part 2, you may use
that job.) Ask the job holder if you may interview him or her about the position and/or also
observe him or her performing the job.
Step 2: Obtain a job description for the job you selected or prepare one by interviewing the job
holder. The job description should describe in general terms the worker’s major duties and
responsibilities. For example, a job description for an accounts receivable clerk might include
the following duties and responsibilities:
a. Invoice shipments to customers on a monthly basis.
b. Prepare journal vouchers at the end of the month to record cash receipts and sales by
product lines.
When preparing the job description, be sure to include those things that
are critical to performing the job satisfactorily, no matter how infrequently
or briefly they occur, and the knowledge, skills, and abilities needed.
Step 3: This step involves identifying the tasks associated with performing each of the major
duties of the job. You are to identify the overt, observable behaviors that are involved in
performing the job. Arrange (if possible) to observe the worker performing his or her job and
develop a list of the tasks involved. A task listing includes behavioral statements of how the
job is to be performed. Using the example for the accounts receivable clerk, the tasks
associated with invoicing customers might include:
a. Pull and review invoice master.
b. Extend and update invoice master.
c. Add correct discount and freight charges.
d. Make necessary amount of copies on copy machine.
When you complete this step, you should have a report that includes the title of the job, the
major duties (responsibilities) of the job, the tasks associated with each duty/ responsibility, and
the knowledge and skills required of job incumbents.
Step 4: Once you have completed Steps 1–3, answer the following questions and include them
in your report:
IV. POSSIBLE SOLUTION
Steps 1 - 3: Students reports will vary. In the past in using this exercise I have found it helpful to
precede the assignment with a lecture on training needs analysis and how to conduct a task analysis.
Excellent lecture material can be found in: Jean Barbazette (2006). Training Needs Assessment:
Methods, Tools & Techniques. San Francisco: Pfeffer and Irwin L. Goldstein and Kevin Ford (2002).
Training in Organizations.
Step 4: Student responses will vary but according to researchers, there are basically four
categories of training needs:
a. Basic skills: grammar, math, safety, reading, writing, and listening.
b. Basic technical skills: skills specific to the job. e.g., operating a forklift,, processing
claims, etc.
c. Interpersonal skills: communications, leadership, human relations, etc.
d. Broad-based conceptual integrative skills: decision-making skills, planning (strategic

and operational).
In this section of their report students should be as specific as possible about the type of skills
needed to perform the job. For the example included in the text, one technical skill would be
"calculating percentages and discounts."
The second part of this step requires students to match the training needs with the appropriate
medium. It is also possible that more than one medium can be used to achieve a training objective. In
essence they should determine what would be the best way to train a new employee to perform the
job.
NOTE: This exercise can be altered to allow students work in pairs depending on the size of the class.
Performance Appraisal
59. CASE: THE SELF-APPRAISAL PROBLEM
I. OVERVIEW
Traditionally, performance appraisal systems consisted of having a supervisor evaluate

subordinates. More recently, firms have expanded their systems to include self- appraisals and even
360-degree appraisals. This case focuses on the problems associated with asking employees to
complete a self-appraisal. Most HR texts will spell out the benefits of self-appraisals, but one of the
problems associated with them is demonstrated in this case: employees may resist completing them,
particularly if they are complex and/or the employee recognizes that he/she if not performing well.
After all, what do employees gain by stating that they are not meeting company objectives? Perhaps
their supervisor does not believe this or is not aware of some particular shortcoming. So why raise the
issue?
II. OBJECTIVES
1. To familiarize students with the self-appraisal process in general and one firm’s
process specifically.
2. To make students aware of some of the problems associated with self-

appraisals.
III. ANSWERS TO CASE QUESTIONS:
1. What action should Leroy Washington take in response to Carol McCalmont’s and
Janet Weber’s actions? Should McCalmonts be granted a raise even though she
hadn’t completed her self-evaluation?
Carol and Janet have both made mistakes in this case that need to be addressed. Carol needs to
complete her self-appraisal on time. This is not an option. Likewise, Janet must demand that Carol do
this and then finish the performance review process. Both of these individuals have to follow company
policies whether they like them or not. Supervisors can’t choose which company policies that want to
follow and which they don’t. Their actions border on being insubordinate. The HR director must return
Janet’s evaluation of Carol and insist that the appraisal process be followed IMMEDIATELY.
Carol’s raise should be withheld until the appraisal process is completed. In the absence of a
comprehensive performance review, how does one know whether she is even eligible for a raise? If her
performance is deficient, she may not be.
2. Evaluate the Engel Product’s self-appraisal system. Should it be changed to make it

more effective? Is it too time consuming?
The self-appraisal system shown in this case is based on one used by a large firm. They have had
a good experience with it; otherwise it would have been changed. The self-evaluation itself is quite
comprehensive which is both its’ strength and weakness. The more comprehensive an evaluation
system is, the more likely it is to accomplish its goals. Likewise, comprehensive systems take more time
to complete.
The firm’s self-appraisal system focuses on two aspects of performance: past goal
accomplishments and self-development. It is hard to find fault with the overall approach since it
incorporates both an evaluation and a developmental component. However, even though the overall
approach seems appropriate, one might question some of the specific aspects of it. For example, one
could argue that the rating scale contains only four categories: Outstanding, Commendable, Competent,
and Unsatisfactory. Perhaps each of these should be subdivided. One could also question the 10 skills
being evaluated in Part D. Are these the skills that contribute the most to organizational success? Also,
some appear to overlap with each other such as “work quality” and “productivity.” And, some may be
hard to judge or measure such as “profit orientation” and “adaptability.”
Is the process too time consuming? The fact that one employee may
think the process is too time consuming is not sufficient evidence to judge the issue. This may just be
an excuse for not wanting to complete the self-appraisal or not wanting to be evaluated by a superior.
The firm needs to answer this question based on the experience of many employees. The firm also
needs to examine the costs of completing the appraisal (time needed) vs. the benefits achieved (more
productive employees).
It is important to point out to students that one of the potential problems with
any self-evaluation system is that a conflict may develop between the employee’s own evaluation and
that of his/her supervisor. To illustrate, an employee may rate herself “outstanding” on “work quality”
while the supervisor may rate her “competent.” How are differences such as this to be resolved?
Whose appraisal should be changed? It is possible that the self-evaluation process may lead to friction
between a boss and a subordinate that harms their working relationship.
3. Should the firm eliminate the self-appraisal portion of its appraisal system?
The issue of whether the self-appraisal system should be eliminated cannot be determined
based on just one incident such as the one depicted in this case. No appraisal system is perfect; each
can create problems for a firm. So, the firm needs to make this decision based on their overall
experience with the system. One issue to be considered is whether all employees are constantly
complaining about the system or are there just a few complaints? Another major issue is does the
system enhance productivity and lead to continuous employee self-development? In addition, does it
provide employees with a reliable and valid appraisal of their work?
60. CASE: MILLS PAPER COMPANY: PERFORMANCE MANAGEMENT OR AGE
DISCRIMINATION
I. OVERVIEW:
This case provides students with the opportunity to discuss the legal aspects of performance
appraisal. Performance appraisals continue to figure in cases involving personnel actions like
promotion, termination, and layoffs. As more and more organizations make use of performance
management systems, it is imperative that such systems can withstand legal challenges. A review of
performance appraisal legal cases (see Martin, Bartol and Kehoe (2000) indicate that most cases focus
on discrimination issues related to Title VII, the Age Discrimination in Employment Act, The Equal Pay
Act and other related laws. The present case is based on an actual case (Collins v. James River Paper
Company, 1993). The case illustrates the importance of setting clear performance standards, feedback
to employees, documentation of an employee’s performance (especially when it is deteriorating) and
clear plans for performance improvement.
II. OBJECTIVES:
1. To familiarize students with the requirements of a defensible performance

management system.
2. To illustrate management responsibilities for performance management.
III. DISCUSSION:
Performance management continues to be one of the major challenges faced by

organizations. Some have described it as the Achilles’ heel of modern human resource management.
While there are a variety of methods that can be utilized, it is important that each organization develop
a system that would be defensible in the face of discrimination allegations. If such a system is designed
and managers are appropriately trained in using the system, legal challenges will not prevail. But the
protection against discrimination charges should not be the end goal of performance management. The
goal of such systems must is to link individual employee performance to organizational goals and
strategies. This is often easier said than done. Managers are often reluctant to provide candid feedback
to employees and there is not always a clear relationship between annual merit increases and
performance ratings. The present case illustrates the legal issues as well as the process challenges of
getting performance management correct.
IV. QUESTIONS:
1. Evaluate Mills management of Carpenter’s performance. What are the strengths

and weaknesses of their approach to performance appraisal (i.e. management by
objectives)?
It would seem that Mills had followed a textbook approach to managing Carpenter’s
performance. Objectives were set for his performance upon his employment with the company. He
received feedback on his performance on those objectives and also an improvement plan was
developed when required. However, one has to question the awarding of a 7 percent raise to him when
his performance had been inadequate. This creates several problems. The raise may have led
Carpenter to put less weight or attach less seriousness to the rating he received. Second, it may suggest
Mills needs to do a better job of linking the performance appraisal system to merit increases.
Management by Objectives is an appropriate approach for the performance management of

managers. Its major strength is its results-oriented approach. MBO does not rate behaviour but
objective outputs. In this sense it should be easy to defend relative to subjective assessments based on
behaviour. A disadvantage of an MBO approach is potential inconsistency in the setting of targets and a
common denominator must be determined to make comparisons among many employees.
2. Do you agree or disagree with Amato’s observation that Carpenter should have
been terminated earlier?
It took the company two years to reach a decision to terminate Carpenter. Rather than demote
him a second time, it may have been the appropriate time to terminate him.
3. Will Carpenter prevail in his charges against Mills? Why or why not? What are the
elements of a legally defensible performance appraisal system?
In the case upon which this is based, the U. S. District Court found in favor of James River Paper
Company. The court found no evidence of age discrimination and pointed to how far the company had
gone to work with the employee to overcome his performance weaknesses. The court was also swayed
by the strong documentation of the plaintiff’s performance and the written performance improvement
plans submitted by the company.
A summary of court cases indicate performance appraisals should meet the following legal
guidelines:
Performance rating must be job related with performance standards in place.
Employees must be given a copy of their performance expectations standards in advance of

appraisals.
The appraisal should be performed by a manager who is able to observe the behavior of the
employee.
Supervisors should be trained to use the appraisal form correctly.
Appraisals should be discussed openly with employees.
Corrective or counselling guidance must be offered to help poor performers to improve

performance.
An appeals procedure should be established to enable employees to express disagreement with

the appraisal.
All appraisals and discussions thereof should be documented.

Suggested Reading
Martin, D. C., Bartol, K. M. and Kehoe, P. E. (2000). The legal ramifications of performance
appraisal: The Growing Significance. Public Personnel Management, Vol. 29 (3): 381-409.
61. EXERCISE: EVALSIM—A PERFORMANCE EVALUATION EXERCISE
I. OBJECTIVES:
1. To familiarize students with some of the problems related to the use of

performance appraisals and to provide students with alternative approaches for
solving these problems.
2. To give students practice in making decisions and writing responses to employees
regarding performance appraisal issues.
II. OUT-OF-CLASS PREPARATION TIME: 20 minutes for students to read exercise plus one hour
to complete E-Mail items either individually or in groups and write memos.
III. IN-CLASS TIME SUGGESTED: 45 minutes to discuss all E-Mail items.
IV. PROCEDURES: See text
V. ANSWERS TO E-MAIL ITEMS:
This exercise is designed to familiarize students with typical performance appraisal problems
and possible solutions to these problems. The exercise also serves as a basis for critiquing graphic rating
scales since this is the type of appraisal format that appears in the case. Faculty members may want to
tell students that despite their flaws, graphic rating scales are still a very popular evaluation device.
Item 1
In this situation an employee is complaining that it is unfair that he be compared to older more
experienced workers rather than new hires like himself. The employee seems to assume that his
evaluations are low and will result in negative consequences for him. He needs to be assured that this is
not so.
One issue that can be discussed here is the pros and cons of comparing new employees with
others vs. an external standard. This issue is particularly important for new hires. Each firm must
confront this issue and inform both supervisors and employees of its decision.
Item 2
This incident focuses on problems faced by many firms, namely, a lack of consistency between
superiors in terms of the criteria used in evaluating employees. Most large organizations attempt to
minimize the problem through training. Nonetheless, supervisors often differ.
The two supervisors concerned may want to be consulted to determine the cause of the
differences in the scores of the two "equal" job performers. One supervisor may be more lenient than
the other. Employees frequently are not in a position to judge the job performance of another
employee, particularly one who works a different shift. Thus, one must be cautious in drawing any firm
conclusion based on what Paul alone has said.
Item 3
This E-mail asks what is meant by the terms, “attitude” and “conduct” on the appraisal form.
This question points out one of the problems with a trait appraisal system. Unless the firm has specific
behavioral definitions for each item (criteria) to be evaluated, each supervisor may define them
differently. Since these terms can be defined in many ways, the HR Department needs to explain to
supervisors how these terms should be defined.
Item 4
Since it would be extremely difficult for Sue to conduct any meaningful evaluations at this point,
she might want to ask her immediate boss to conduct them. Alternately, she could wait one or two
months, perhaps, and then conduct the evaluations.
Some firms ask all supervisors who are leaving their positions to conduct final evaluations prior
to their departure. This eliminates the problem.
Item 5
As this item demonstrates, employee evaluations can result in friction between supervisors and
subordinates. While some of the friction is avoidable, some is not. Faculty members may want to begin
discussing this item by talking about steps firms can take to minimize friction. One of these is to make
sure employees know the standards by which they are being judged before being evaluated. Karen
needs to explain the standards to all employees upon hiring and keep them informed of the standards
on a regular basis.
A second approach is to give employees job performance feedback on a regular basis. If

employees are told regularly how well they are performing, their performance evaluations will not come
as a shock. Friction can also be reduced by training supervisors how to conduct evaluation interviews
effectively. For example, supervisors are often taught to focus on employee behaviors rather than
personality or to focus on the employee's goal accomplishments rather than on traits.
In spite of everything a manager tries, some employees are prone to argue with their
evaluations. Instructors may want to point out that some employees do this to intimidate their boss
into giving them higher evaluations. If managers give in, the employee has won. A few employees may
argue as a way of rebelling against being evaluated or the whole evaluation process. Supervisors need
to learn to tolerate these people and continue to evaluate them.
Item 6
Employees refuse to sign evaluations for various reasons. One reason often overlooked by
students is the possibility of illiteracy. Some employees, admittedly few, may not be able to sign their
names. It is more likely, however, that some won't sign because they can't read what they are asked to
sign.
In the case of an employee refusing to sign an evaluation, the supervisor should have a witness
attest to the employee's refusal. The witness is often another supervisor but it need not be. Another
approach is to ask the employee to write on the appraisal form that he refuses to sign it. Then ask him
to sign his name attesting to the fact that he refused to sign on the form.
Some students may feel that the employee is being insubordinate and should be disciplined in
some way for not signing the form. Certainly Harold's performance bears watching, but it is doubtful
whether most companies would discipline him solely for not wanting to sign the appraisal form.
Item 7
It must be impressed upon Ms. Windell that appraisals are used for many developmental and
administrative purposes, some of which may affect her. Someone needs to explain to her what these
purposes are. For example, appraisals can be used to determine training needs, to evaluate training
programs, to assess the overall competency of the workforce, to determine which employees should be
transferred, demoted or terminated. In addition, evaluations serve developmental purposes. They can
be used to improve one or more of an employee's skills. In addition, they provide a catalyst for
supervisors to praise their employees, to tell them how much they are appreciated. This latter use
seems particularly relevant to Margaret's situation.
One aspect of Margaret's E-mail that should not be overlooked is that it could be construed as a
means of calling for help. The company may want to think about restructuring her job to give her more
responsibilities or investigating other possibilities.
Item 8
The process of X-ing out all blank spaces could reduce the likelihood of this problem happening
again, as would having the ratee initial any changes on the evaluation form. Alternately, the employee
could be given a copy of his/her evaluation. Since none of these were done by the company, the HR
Department should look at the completed appraisal form and see if any changes are apparent. They
should then talk with the supervisor about the employee's accusation.
Item 9
This item points out one of the problems with using an appraisal form designed for the masses.
While the form may be appropriate for many, it may be inappropriate for some, as in Bill's case.
The important point here is that just because the form asks that an employee be evaluated on a
series of criteria doesn't mean the supervisor has to do it. If a criterion is irrelevant to a particular job,
the manager should ignore it, i.e. not evaluate the employee on it.
If the supervisor is worried that leaving the one criterion blank will affect the employee's
"Overall Level of Performance" score, he or she can convert the final score to a percentage and then
back to a full total point scale.
Item 10
Employee evaluations are confidential and should remain that way. It would appear that Helen
Jackson should be counseled and informed of company HR policies regarding appraisal confidentiality.
Perhaps she should be reprimanded. One must be careful, however, not to assume that the employee
has told all of the relevant facts. Her supervisor should be consulted, for there is often more than one
side to any story.
62. EXERCISE: PERFORMANCE APPRAISAL INTERVIEW ROLE PLAY
I. OBJECTIVES
1. To allow students practice in conducting a performance appraisal interview.

2. To compare and contrast different approaches to the performance appraisal
interview.
3. To develop sensitivity toward communication problems in performance appraisal
interviews.
II. OUT-OF-CLASS PREPARATION TIME: 20-30 minutes
III. IN-CLASS TIME SUGGESTED: 45 minutes
IV. PROCEDURES: See text
V. POSSIBLE SOLUTION/DISCUSSION
This exercise requires students to observe two different approaches to the performance
appraisal interview. One interview uses the "tell and sell" approach and the other interview uses a
"problem-solving" approach. This exercise has worked quite well in the past in helping students to
understand what behaviors are needed for an effective interview and the impact of situational factors in
determining the relative effectiveness of the two different styles of interviews. This role play should be
preceded by a discussion of the different approaches to providing employees feedback on their
performance. For an excellent discussion of these approaches see N. R. F. Maier's classic work, The
Appraisal Interview (New York: Wiley, 1958).
The major difficulty facing the supervisor in the situation described is that the employee is
probably expecting an excellent appraisal and seems unaware of the supervisor's concern with her
tardiness (see role sheets on next page). To enhance the effectiveness of this exercise, it is helpful to
give one-half of the class a copy of the employee's role sheet and the other half a copy of the
supervisor's role sheet (WITHOUT THE INSTRUCTIONS ON WHAT TYPE OF INTERVIEW TO CONDUCT).
EMPLOYEE ROLE SHEET
You have been working at the Tri-City Health Services Center as a junior assistant in the
department of Fund Raising and Grants for about 2 years since your graduation from college with a
bachelor's degree in human services administration. You have been assigned to work on the children's
health care program at the center. It’s been a good experience. You have had numerous different
assignments and have done an outstanding job on them all. You feel like you are ready for a promotion
this year. If you're going to make it up the administrative ladder to where you want to be, you are going
to have to move fast. You have no real complaints about your job.
During the last year your goals were to implement a fund-raising program and to obtain a 15
percent increase in federal funds by April 1. Both goals have been met. In fact, federal grants increased
by 18 percent. It is April 22 and time for your annual performance review. You are looking forward to
the interview with your supervisor, Chris Jackson, because you really feel that you have done a good job
and expect an excellent evaluation. Sure you've been late a few times--maybe more than a lot of other
people. But what difference does it make you feel that you do your work well and a lot better than
many other people at the clinic.
(NOTE: THIS COPY OF ROLE IS FOR THE STUDENT WHO WILL PLAY THE SUPERVISOR)
SUPERVISOR'S ROLE A
One of the employees working for you in the Fund Raising and Grants Department has been
with Tri-City Health Services for about 2 years. This employee is enthusiastic, intelligent and has done
extremely well on all assignments for the children's health program. The employee, Pat Smith, has
shown a great deal of initiative in completing assignments. The goals set last year were to implement a
fund raising program and to increase federal grants received by 15 percent by April 1.
Both goals have been met. In fact, federal grants increased by 18 percent. It is April 22, and
time for the annual review. You are feeling somewhat uncomfortable about the review because
normally employees who do well in this position move on to the next higher position after about two
years. Unfortunately, the employee has been lax in one area--dependability. Pat has been consistently
(15 times in last six months) late in arriving for work (sometimes as late as 1 hour) during the last year.
Other employees are beginning to grumble about this. On a couple of occasions, you did remind Pat
about the tardiness. While there are no explicit office rules about lateness, employees are expected to
report to work on time. You want the employee to keep up the excellent performance but also feel that
the employee must be responsible by coming to work on time. You also feel that Pat cannot be
considered for a promotion at this time.
You are to use a "TELL AND SELL" approach to the interview, which tries to persuade the
employee to improve. You are going to attempt to sell the employee on your assessment of the
problem and your recommendations for improvement. You are to do most of the talking during the
interview. Make sure the employee signs the evaluation form.
(NOTE: THIS COPY OF ROLE IS FOR THE STUDENT WHO WILL PLAY THE SUPERVISOR)
SUPERVISOR'S ROLE B
years. Unfortunately, the employee has been lax in one area-dependability. Pat has been consistently
You are to use a "PROBLEM-SOLVING" approach to the interview. The problem-solving

approach focuses on a participative and open dialogue between the supervisor and the employee.
Perceptions of the problem and solutions are mutually discussed. Your goal is to get Pat to help define
the performance problem and its solution. Be certain to discuss career development and further
training with the employee. Make sure the employee signs the evaluation form.
(NOTE: THIS SHEET SHOULD BE GIVEN TO ONE-HALF OF CLASS OBSERVERS)
SUPERVISOR ROLE
years. Unfortunately, the employee has been lax in one area-dependability. Pat has been consistently
63. EXERCISE: WHICH PERFORMANCE APPRAISAL FORMAT IS MOST EFFECTIVE?
I. OBJECTIVES:
1. To examine the strengths and weaknesses of four different methods for appraising
employees.
2. To enhance students’ oral communication skills.
II. OUT-OF-CLASS PREPARATION TIME: 30 minutes to prepare for the debate.
III. IN-CLASS TIME SUGGESTED: 50 to 75 minutes
V. DISCUSSION:
The authors have found this debate format to be a highly effective one. Every student has an
active role to play as either a judge or a debater, so interest is typically quite high. Also, the four-way
debate format allows for a lot of information to be communicated compared with the traditional two-
way debate that goes back and forth. This also helps to hold student interest.
During the debate, we typically ask that all debating teams stand up, in teams, around the
perimeter of the room. We only allow the judges to sit down. This permits each team to clearly see and
communicate to their adversaries. It also helps to enhance student interest in the discussion and to
familiarize class members with each other. This can reduce the students’ reluctance to speak up in
future classes.
One important aspect of the instructions that needs to be stressed is to tell the judges that they
are not to pick a "winner." Rather, they are to serve as the truth squad and to ultimately state what
they believe is the "correct" answer to the debate question. Declaring a winner detracts from
accomplishing this goal. We tell judges that they can disagree with all sides of the debate, or they can
agree with parts of each side, or they can take any other stand that they want and can justify.
One other important aspect of the instructions that needs to be stressed is that no spontaneous
rebuttals should be permitted. Each side must take its turn, or the debate gets out of hand and will take
far longer than the allotted time.
There are several modifications to the exercise that instructors may want to consider. The
exercise, as written, requires four debating teams. This could be reduced to just two or three teams.
Also, the exercise currently requires that teams prepare for the debate outside of class. An alternative
here is to lecture on the different appraisal formats first and then conduct the debate. Finally, the
appraisal formats used could be changed and different formats substituted.
64. EXERCISE: ETHICAL PERFORMANCE APPRAISAL ISSUES
I. OBJECTIVES:
1. To make you aware that many performance appraisal decisions involve ethical
issues.
2. To familiarize you with some of the many ethical performance appraisal issues.
3. To familiarize you with various criteria that can be used to determine if an action is
ethical.
4. To make you aware of some of the reasons why a manager may be tempted to act
unethically when evaluating subordinates.
II. OUT-OF-CLASS PREPARATION TIME: 15 minutes
III. IN-CLASS TIME SUGGESTED: 20-40 minutes
V. DISCUSSION:
Much has been written regarding ethical issues that relate to selling, advertising, stock trading,
accounting fraud, and executive compensation. However, little attention has been given to ethical
issues related to performance appraisal. In many work organizations, managers are told to conduct
annual performance appraisals with employees and are asked to be accurate in their appraisals. The
importance of being ethical is not addressed. This exercise asks students to examine 10 different
appraisal situations to determine if they pose any ethical issues. Each student group needs to
determine: 1) Is the manager in the case acting in an ethical manner? 2) Would their group act in the
same manner as did the manager?
In discussing this exercise, it may be helpful for the instructor to point out that there are two
approaches to appraisal in practice. One of these, the rational perspective, suggests that the goal of
performance appraisal should be accuracy. Each manager must evaluate employees objectively because
these appraisals need to be used to make a wide range of administrative decisions (e.g., promotions,
transfers, raises, bonuses, layoffs, selection, and training). They also need to be used to develop and
motivate employees. Accuracy serves as a foundation for accomplishing these tasks. On the other
hand, the second perspective-the political approach-suggests that the purpose of performance appraisal
may be its utility in accomplishing either the manager’s or the organization’s goals. For example, the
manager may want to encourage an employee who is struggling by giving her/him a higher than
deserved evaluation. Likewise, a manager may want to punish an employee for being argumentative by
giving him/her a lower than deserved evaluation. Thus, under this philosophy, appraisal is a means to
an end and accuracy is not the primarily or only goal. The scenarios that follow all relate to the issue of
whether these political goals are ethical and appropriate.
Debriefing the Exercise
In debriefing this exercise, the instructor may want to use a rotation system and call on different
groups to answer each scenario. After each group has answered the two questions posed for each
scenario, the instructor could ask students to justify their answers and ask them some or all of the
following ethical questions:
a. Does the action involve intentional deception?

b. Does the action purposely benefit one party at the expense of another?
c. Is the action fair and just to all concerned?
d. Would you or the manager feel comfortable if the action was made public, or must
it remain a secret?
e. Would you need to justify the action by telling yourself that you can get away with it
or that you won’t need to live with the decision consequences?
f. Would you recommend the action to others?
g. Will the action build goodwill and better relationships?
SCENARIO
1. A supervisor has an employee who is an outspoken homosexual. The supervisor does not like
homosexuals. As a result, the supervisor purposefully rates her lower than deserved on her
performance appraisal form.
NOTE: This action is designed to benefit the supervisor at the expense of the subordinate and the firm.
It is not fair to the employee because she may not get a raise or a desired promotion. It will not
build goodwill and improve relationships. It involves purposeful deception because the
supervisor is not providing an accurate assessment of the employee’s performance.
2. A firm has recently been charged with discriminating against minorities. The firm denies the
charges but asks all supervisors to make sure they do not discriminate. In order to avoid any
possible discrimination charge, a manager rates one poor performing minority employee higher
than deserved on the performance appraisal form.
NOTE: This action is designed to benefit the manager and perhaps the firm (in the short run, at best) at
the expense of the employee. The employee is not receiving accurate performance feedback
and is led to believe that he/she is performing better than she/he really is. This builds up false
hopes and may be harmful to the employee in the long run. It is not fair to other employees
because they may lose out when promotion time arrives.
3. A manager has a male subordinate who is married with three children. This employee is a
known womanizer and has been spotted by several employees hanging out with women other
than his wife, including prostitutes. The supervisor does not believe this is appropriate and
rates the employee lower than deserved on the performance appraisal form.
NOTE: This action is designed to punish the employee based on the supervisor’s moral judgments. The
firm probably loses out and so does the employee. The employee does not know the real
reason for the low appraisal which is unfair. The firm may lose out because a potentially good
employee will be classified as a poor one.
4. A female employee who recently had a baby negotiated a change from full-time to part-time
status with the HR department. Her supervisor, also a working mother, resents the fact that she
is able to spend more time at home with her child. The supervisor rates her lower than
deserved on the performance appraisal form in an attempt to force her to switchback to full-
time status or quit.
NOTE: This action is designed to benefit the manager but is harmful to both the employee and the firm.
The employee is being denied an accurate evaluation which in the long run is unfair to her
because it may affect raises and promotion opportunities. The firm is losing because it may lose
the services of a good employee and need to hire a new person.
5. A firm has a 360-degree performance appraisal system that includes asking all subordinates to
rate and evaluate their boss. A manager wants to be promoted so he gives all employees higher
performance evaluations than they deserve in hopes that they, in turn, will rate him higher.
NOTE: This action is designed to help the manager. It is also unfair to employees because they are being
given false information regarding their job performance. The firm loses because it believes that
the employees are all performing well when, in fact, they may not be.
6. A manager realizes that an employee’s attendance is so poor that she is likely to get terminated
within the next few months. So, in order to build a more solid case against the employee and
further justify the inevitable termination, the manager rates the subordinate lower than
deserved on the performance appraisal form.
NOTE: This action is designed to help the manager at the expense of the employee. The employee is
being treated unfairly because he/she is led to believe that her/his performance is poor.
7. A manager wants to get promoted in order to get a substantial raise. He believes that he will be
judged, in part, in terms of how effective he has been at developing high performing
subordinates as evidenced by his subordinates’ performance appraisal scores. In order to
enhance his promotion chances, he rates his employees higher than deserved.
NOTE: This action is designed to benefit the manager who wants a raise. The employees lose in the long
run because they are not being given accurate feedback so they do not know how to improve
themselves. The firm also loses because it is being told that all employees are performing much
better than they really are.
8. A manager wants to give one particular subordinate a big raise in order to keep her from
accepting a job elsewhere. However, there is limited raise money available, and it is based on
merit. So, he rates another employee lower than deserved, thereby reducing this person’s raise,
in order to be able to give the other a larger raise.
NOTE: This action is designed to help one employee and the manager at the expense of another
employee. It is unfair to the employee who is being evaluated lower than deserved.
9. A manager wants to get rid of a disliked subordinate, so she rates the employee lower than
deserved in hopes that the employee will quit.
NOTE: This action is designed to help the manager at the expense of the employee. It is unfair to the
employee.
Solution Manual for Human Resource Management Applications Cases, Exercises, Incidents, and
10. A manager wants to help a subordinate get promoted, so she gives her a higher evaluation than
deserved.
NOTE: This action benefits one employee but probably at the expense of some other employees who are
more deserving of a promotion. It is not fair to these other employees. The firm may lose out
too because it may promote a person who is not as well qualified as some other employee.
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APPLICATIONS IN HUMAN RESOURCE MANAGEMENT 7E

Developing Effectiveness in Human Resources:

Training, Career Development, and Performance Appraisal

51. CASE: CAREER DEVELOPMENT AT ELECTRONIC APPLICATIONS

IV. ANSWERS TO CASE QUESTIONS:

1. Describe the nature and causes of the problem faced by Sweeny.

2. What additional questions should Sweeney ask or what additional information is

b. Are supervisors rewarded for developing their subordinates? If so, how?

3. What are the individual and organizational benefits of a formalized career

4. If Sweeney decides to develop a formalized career development system at Electronic

5. Should career development activities be integrated with other human resource

52. CASE: THE SAFETY TRAINING PROGRAM

1. To provide a catalyst for discussing the goals and objectives of an employee

IV. ANSWERS TO CASE QUESTIONS:

1. Evaluate the company's on-the-job training program. Should it be changed?

3. What changes should be made in the company's safety training program?

53. CASE: THE MENTORING PROBLEM AT WALNUT INSURANCE

III. ANSWERS TO CASE QUESTIONS:

2. What alternatives to a mentoring program are available to Morrrison?

54. CASE: MANAGEMENT DEVELOPMENT: THE I-MBA REQUEST

1. To make students aware of different approaches for enhancing managerial skills.

2. To familiarize students with the potential problems associated with tuition

3. To familiarize students with the potential problems associated with internet

4. To familiarize students with criteria that need to be considered in granting tuition

III. ANSWERS TO INCIDENT QUESTIONS

A. Who is eligible for tuition reimbursement?

B. What is the maximum reimbursement? What expenses are covered?

2. Is reimbursement dependent on the grade the employee receives in the course?

C. What classes or programs are eligible for reimbursement?

D. What forms must be completed?

3. Should the firm grant Thomas William’s request?

55. EXERCISE: DESIGN AND EVALUATION OF TRAINING PROGRAMS

II. OUT-OF-CLASS PREPARATION TIME: 1 hour

III. IN-CLASS TIME SUGGESTED: 45 Minutes

1. Participant reaction - usually determined by a questionnaire immediately at the

3. Behavioral change - changes in on-the-job behavior or performance as measured by

Finally, knowledge retention is best for on-the-job mentoring.

THE RELATIONSHIP BETWEEN TRAINING OBJECTIVES, METHODS, AND EVALUATION METHODS

Training Need: Performance Appraisal

Training Objectives Training Methods Evaluation

3. Develop form and

Training Need: Strategic Management

Training Objectives Training Methods Evaluation

1. Present strategic planning 1. Participant learning

2. Management 2. Problem solving skills

56. EXERCISE: ON-THE-JOB TRAINING

1. To provide students with practice in conducting on-the-job training.

II. OUT-OF-CLASS PREPARATION TIME: 1-2 hours

III. IN-CLASS TIME SUGGESTED: 45 minutes

IV. PROCEDURES: See Text

57 INCIDENT: THE ORIENTATION PROBLEM

Orientation of new employees is extremely important in facilitating their adjustment to the

IV. ANSWERS TO CASE QUESTIONS:

1. What types of orientation should supervisors provide at the work site?

First, expectations concerning supervisor orientation need to be clarified. These expectations

58. SKILL BUILDER: IDENTIFYING TRAINING NEEDS THROUGH TASK ANALYSIS

1. To introduce students to the process and purposes of assessing training needs.

II. TIME REQUIRED TO COMPLETE: 2-3 hours

IV. POSSIBLE SOLUTION