Administrative Management Setting

People Up for Success 1st Edition

Cassidy Solutions Manual
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CHAPTER 7 Staffing Essentials

7.1 LEARNING OUTCOMES

1. Explain why effective recruitment is important.
2. Describe the basic process of doing a job analysis, job specification, and job description.
3. Explain why both internal and external recruiting are important.
4. Describe several strategies for external recruiting.
5. Identify five sources of data used to make selection decisions.

7.2 CHAPTER OUTLINE

Forecasting Staffing Needs
Recruitment
Why Recruit?
Job Analysis
Job Description
Job Specification
Preparing the Job Analysis, Specification, and Description
Job Analysis and Specification
Job Description
Recruitment Strategies
Internal Recruiting
External Recruiting
Recruiting for Diversity
Realistic Job Preview
Best Strategies
The Selection Process
Criteria for Decision Making
Data Collection

7.3 CHAPTER TEACHING TIPS

To teach the material covered in Chapter 7 of the text, use the Comprehensive Lecture Outline
(see section 7.4 below). Supplement the Comprehensive Lecture Outline with some of the
following instructor’s resources:
 PowerPoint® slide presentation PowerPoint slides can be used for review purposes by
both instructors and students. Each presentation provides a basic framework for the

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 1
 chapter. Instructors can access them on the instructor's companion website and on the
Instructor’s Resource CD. Students can access the slides on the CourseMate website for this
book.
 Knowledge to Action (text) Chapter 7 includes two Knowledge to Action features that
help students:
* Examine external postings for employment positions. (p. 145)
* Examine diversity strategy. (p. 146)
(Note: See the Comprehensive Lecture Outline below for suggested answers to the
questions.)
 Videos (CourseMate) The authors have selected and recommend the following video clips
from for Chapter 7:
* Allstate: In Good Hands
* Whirlpool
 Opening Vignette—Straight Talk from the Field (text) Martha Scott Smith, director of
public affairs/foundations at AT&T-Southeast, introduces students to the importance of
diversity and how to attract and retain a talented, diverse workforce. Consider using the
opener as an alternative to the icebreaker included in the Comprehensive Lecture Outline.
 Leveraging Technology (text) Human Resources departments use applicant tracking
systems. It is important for students to understand how applicant tracking systems work to
enhance their career opportunities.
 Questions for Reflection (text and section 7.5 below for suggested responses) Consider
using the questions for out-of-class assignments or to start in-class discussions to assess
student understanding and application of the most important concepts in the chapter.
Consider also using some of the questions as part of your tests or quizzes.
 Hands-on Activities (text and section 7.6 below for suggested responses) This section
includes three activities that may require students to do individual and/or group research
beyond the text. Consider using either or both of these activities after the completion of the
lecture for this chapter. For Chapter 7 the three activities are:
* Job Description
* Best Hiring Practices
* Interview Questions
 You Decide Case Study (text and section 7.7 below for suggested responses) This case
covers Improving Diversity and gives students an opportunity to apply the concepts
covered in the chapter through answering questions about a hypothetical, yet realistic,
scenario. Students practice critical thinking, problem solving, and other skills as part of a
classroom discussion or as a graded assignment. This is a helpful case to begin the study of
diversity in the workplace and ways to enhance diversity recruiting.

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 The Manager’s Toolkit (text and section 7.8 below for suggested responses) This
provides students with a structured opportunity to analyze the basic job description for
their ideal job. Assign Manager’s Toolkit activities at the end of each chapter occasionally or
consider assigning all or most of them to help students create a Management Portfolio for
use in the workplace or interviews.
 Soft Skills for Success (text and section 7.9 below for suggested responses) This activity
focuses on multicultural or diversity skills and gives students an opportunity for self-
assessment of their strengths and weaknesses as a member of a diverse multicultural team.
The instructor may want to inform the students that this self-assessment is private and will
not be seen by anyone else.
 Miscellaneous Activity (Instructor’s Manual, section 7.10) Consider using this activity as
an individual or team assignment near the end of this chapter, after students have had a
chance to absorb the material in the chapter.
 Learn It On the Web (Instructor’s Manual, section 7.11) Consider assigning this activity to
teams at the beginning of the chapter and again near the end to allow them to refine their
answers. Have teams meet with another team toward the end of the chapter to compare
answers, and then have teams report to you on each other’s answers.

7.4 COMPREHENSIVE LECTURE OUTLINE

ICEBREAKER ACTIVITY
Ask students: “How does your employer recruit new employees? What is your turnover rate?
What reasons do employees give for leaving the organization? Is there anything management
can do to retain those workers?”
I. Forecasting Staffing Needs Right-sizing—having no more or no fewer than the number of
employees needed—is critical to an organization. First-line or office managers are in the
best position to analyze the needs for right-sizing.
II. Recruitment This refers to efforts by an organization to find and hire qualified employees.
A. Why Recruit? A company recruits to replace an employee, to add staff, and to fill new
jobs.
B. Job Analysis This identifies the tasks and skill requirements for a specific job. This
should be done for all new positions, with a review for all existing positions.
C. Job Description This is a document that outlines expectations, tasks, responsibilities,
education, and skill requirements for a specific job. This is needed for all new jobs, with
review and updates of existing jobs.
D. Job Specification This is a written summary of the qualifications needed to successfully
perform a particular job.

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III. Preparing the Job Analysis, Specification, and Description This section describes the
process of completing the job analysis and writing the job specifications and description.
A. Job Analysis and Specifications A job analysis identifies the job tasks and skills
required to do the job. It also specifies the knowledge, technical skills, behavioral skills,
and personal attributes required to do the job successfully.
a. Technical Skills Technical skills needed, such as computer skills, depend on the job.
Technical skills should be listed on the job analysis and specifications.
b. Behavioral Skills Behavioral skills, such as having a professional manner, that are
desired for a person in the position should be listed in the job analysis and
specifications.
c. Personal Attributes Personal attributes, such as being friendly and helpful, that are
desired for a person in the position should be listed in the job analysis and
specifications.
B. Job Description This provides specific information about the responsibilities and duties
for the position. It also includes essential skills and desired qualifications, along with
information about the organization and its culture.
a. Job Title This should be concise and descriptive, giving others a clear idea of what
the employee does.
b. Position Description This is a brief narrative description of the position, the
employee’s goals and responsibilities, and major job functions.
c. Reporting and Organizational Structure This shows where the employee fits into
the organizational hierarchy.
d. Organizational Values and Culture This section specifies the characteristics of the
organization and expected behaviors, attitudes, and values.
e. Desired Qualifications Specific qualifications for performing the job are listed here.
f. Requirements Listed here are the physical and mental requirements for the job.
IV. Recruitment Strategies When hiring, managers need to match employees’ talents with the
tasks and responsibilities.
A. Internal Recruiting This is posting or advertising a job within the organization and
encouraging qualified employees to apply.
B. External Recruiting This is posting or advertising a job with sources outside the
organization.
______________________________________________________________________________
KNOWLEDGE TO ACTION
1. What would you think if you worked for an organization that had a position open for
which you believed you were well qualified and the organization only posted it
externally?

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 Answers will vary. Students will either think companies should open job opportunities to
employees or they will think outside recruitment adds new blood to an organization.
2. How might you handle the situation?
Answers will vary depending on student’s view. Students who believe job opportunities
should be open internally might say they would approach the Human Resources
Department.
______________________________________________________________________________

a. Employment Agencies These agencies screen candidates for organizations for a

fee.
b. Placement Services of Educational Institutions Organizations not in need of
extensive experience use these free services of colleges, universities, and some high
schools to find candidates among graduating seniors.
c. Print and Online Advertisements Theses sites may be linked to print advertising.
Online recruiting websites include Monster or CareerBuilders. Social media such as
LinkedIn are also used to post advertisements.
d. Word-of-Mouth Referrals These are effective and inexpensive. Referrals come
from current employees, college faculty and alumni, and clients.
C. Recruiting for Diversity Recruiting a diverse workforce and preventing job
discrimination are major responsibilities of managers and supervisors.
______________________________________________________________________________
KNOWLEDGE TO ACTION
Do you think it is necessary and appropriate for companies to form alliances and partnerships
with diversity organizations as a key strategy to enhance diversity recruiting? Why or why
not?
Answers will either be yes or no. A student might say yes because diversity organizations are a
good source for finding and recruiting people of different cultural backgrounds. A student might
say no because hiring should be open for all qualified people regardless of heritage.
______________________________________________________________________________

D. Realistic Job Preview During an interview, provide a job applicant with the day-to-day
preview of the job including job acceptance, turnover rate, and job satisfaction.
E. Best Strategies A strategy is needed to generate a pool of qualified applicants.

V. The Selection Process This is often compared to a hurdle race because it can become
complex and drawn out.

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______________________________________________________________________________
DISCUSSION QUESTION
Why do human resources experts commonly compare the selection process to a hurdle race?
How do large organizations handle the selection process differently from small and medium-
size companies? What are the first two steps a company should take when seeking new
employees to ensure fair and unprejudiced consideration for all job applicants? Why are these
two steps important?
______________________________________________________________________________

A. Criteria for Decision Making Most companies use the multiple-hurdle or a

compensatory approach to making hiring decisions. With the multiple-hurdle approach,
applicants must pass a series of procedures (or hurdles) that apply to a specific job. The
applicant must clear each hurdle before continuing. With a compensatory approach, an
applicant can progress through all the procedures without being screened out and is
evaluated using a composite score.
B. Data Collection To select the best-qualified candidate, use the job analysis,
description, and specifications.
a. Résumé and/or Application Data can be collected by requesting a résumé or
having applicants fill out an application form.
b. Pre-employment Testing Job candidates may be asked to take different types of
tests that assess skills and personality, or check for drug use or a criminal
background, for example.
c. Work Samples of Portfolios These can provide useful information about
candidates and their abilities.
d. Interviewing Only the best candidates should be interviewed, which can take place
in person, on the telephone, or virtually using Internet tools.

7.5 QUESTIONS FOR REFLECTION

1. Why is effective recruitment and selection important?
Recruitment is important because employees need to find qualified employees and
companies need to select the right employee for the job.
2. Describe how you would complete the following:
a. Job analysis
Job analysis is the process of identifying the task and skill requirements for a specific
job, determined by studying superior performers in related jobs.

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 b. Job description
Job description is a document that outlines expectations, tasks, responsibilities,
education, and skill requirements for a specific job.
c. Job specification
Job specification is a written summary of the qualifications needed to successfully
perform a particular job.
3. Describe how you would do the following types of recruiting:
a. Internal
You would post positions within the company and encourage qualified employees to
apply for them.
b. External
You would advertise the position through employment agencies, placement services of
educational institutions, in print and online media, and through word-of-mouth.
4. Why should you give both positive and negative information in a job preview?
You want the candidate to have a realistic understanding of what the job entails.
5. Why is recruiting for diversity important?
The ultimate goal of recruiting is to generate a pool of qualified applicants for new and
existing jobs. One of the challenges is creating an applicant pool that is demographically
representative of the population at large if diversity is to be achieved.
6. What criteria would you use for selection if you were hiring for the job you now have or
would like to have?
You would want to review data on education, experience, professionalism, communication
skills, technical skills, organization and time management, overall impression of candidate’s
performance, overall job knowledge and skills, meeting management skills, self-
management skills, and emotional intelligence.
7. Why are those criteria important?
You want the candidate with the best skills for the job and the one who best fits in with
your organization.

7.6 HANDS-ON ACTIVITIES

1. Job Description—The instructor may want to bring sample copies of good job description
into class. This activity in which students are to find a job description and answer questions
about it is best completed individually.

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2. Best Hiring Practice Questions—This assignment may be either completed as a team or
individually. Teams are to answer a series of questions, using them to build a list of best
hiring practices. Have teams or groups of students get together to compare answers and
add helpful suggestions to each other’s work. This assignment should be given at the end of
the chapter.
3. Interview Questions—Students are to write a list of questions they would ask if they were
hiring, and then evaluate their list. Have students write their interview questions
individually, and then work with a partner to use the questions to interview each other. The
person being interviewed should then provide constructive feedback to the interviewer.
Have partners switch with another duo and repeat the process.

7.7 YOU DECIDE: CASE STUDY Improving Diversity

1. What could Jessica do to enhance diversity recruiting?
Answers will vary. Students might say that Jessica could contact organizations or
employment agencies that specialize in placement of diverse candidates or she could
contact colleges or universities with a strongly diverse graduating class.
2. What should she do about current employees who may be interested in the new and
vacant positions?
Answers will vary. She may want to be honest and tell the employees that diversity is good
for the company so they are looking externally.

7.8 MANAGER’S TOOLKIT

The Chapter 7 Manager’s Toolkit asks students to do a job analysis for their dream job. Suggest
that after they complete the job description and matrix, they put the material away for a few
days, and then return to it with a fresh mind, making changes at that time.

7.9 SOFT SKILLS FOR SUCCESS

Chapter 7 focuses on multicultural and diversity skills. Students are asked to analyze their
ability to work on a diverse team. Assign this as an individual project that is to be done outside
of class. Assure students that their answers will not be read by anyone else, so they want to
provide an honest appraisal of themselves. This is an opportunity for students to look at
themselves, and possibly find areas in need of growth.

7.10 MISCELLANEOUS ACTIVITY

Application Search
Purpose: Students review a number of applications and determine key characteristics of a well-
prepared application.
Time: Allow 10 minutes to review and 10 minutes to debrief the activity.

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Procedure:
1. Prior to this class, ask students to bring an application form from work or download
applications from various websites. Well-written applications include Safeway, Starbucks,
and Renaissance Hotels among others.
2. Organize students into teams of three and hand each team an application.
3. Ask the students to review the application paying attention to style, the type of questions
asked (legal/illegal), readability, and anything unique about the application.
4. Call time after 5 minutes and have students switch their applications with another team.
5. Repeat step 3.
6. At the end of the activity, debrief the students with the following questions:
* What were two things you liked about each of the applications?
* What were two things you would change about your team's application? How?
* How is the eye appeal of the application? Does it represent the company in a positive
manner?
* Was there anything unique on the application? What made it different?

7.11 LEARN IT ON THE WEB

The purpose of this activity is to learn more about the Americans with Disabilities Act. Students
should review the following sites to answer the questions.
http://www.samhsa.gov/
http://www.eeoc.gov/facts/fs-ada.html
http://www.lowvision.org/american_disabilities_act.htm
http://consumerlawpage.com/brochure/disab.shtml
a. Who is protected under the ADA? What is “a physical or mental impairment that limits
one of life’s major activities”? List five examples of a physical impairments and five
examples of a mental impairment.
The ADA protects qualified individuals with disabilities. An individual with a disability is a
person who has a physical or mental impairment that substantially limits major life
activities; has a record of such impairment as documented by a physician; or is regarded as
having such impairment. Major life activities are functions such as caring for one's self,
performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and
working. Under the ADA, a qualified individual with a disability is an individual with a
disability who meets the essential eligibility requirements for receipt of services or
participation in programs or activities. Whether a particular condition constitutes a
disability within the meaning of the ADA requires a case-by-case determination.

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 Physical impairments include, but are not limited to: visual, speech, and hearing
impairments; cerebral palsy; epilepsy; muscular dystrophy; autoimmune diseases such as
multiple sclerosis, lupus, or scleroderma; orthopedic conditions; paralysis; cancer; heart
disease; diabetes; and contagious and non-contagious diseases such as tuberculosis and HIV
disease (whether symptomatic or asymptomatic). Mental impairments include, but are not
limited to: mental retardation, emotional illness, ADD, ADHD, and related learning
disabilities.
b. The text discusses the employer obligations to the ADA but the ADA also covers
accessibility of the business/public entity to the disabled individual. Discuss Title II and list
three ways an employer can increase accessibility to a client with disabilities.
Title II of the ADA prohibits discrimination against qualified individuals with disabilities on
the basis of disability in all programs, activities, and services of public entities. Public
entities include state and local governments and their departments and agencies. Title II
applies to all activities, services, and programs of a public entity. Employers can increase
accessibility by:
 Providing services, programs, and activities in the most integrated setting appropriate to
the needs of qualified individuals with disabilities.
 Making reasonable modifications in their policies, practices, and procedures to avoid
discrimination on the basis of disability unless they can demonstrate that a modification
would fundamentally alter the nature of their service, program, or activity.
 Ensuring that individuals with disabilities are not excluded from services, programs and
activities because buildings are inaccessible.
 Providing auxiliary aids to individuals with disabilities, at no additional cost, where
necessary to ensure effective communication with individuals with hearing, vision, or
speech impairments. (Auxiliary aids include such services or devices as: qualified
interpreters, assistive listening headsets, television captioning and decoders,
telecommunications devices for the deaf [TDDs], videotext displays, readers, taped
texts, brailed materials, and large print materials.)
c. Assume that your business was recently cited by your county as not disabled friendly. You
are asked to make your entrance wheelchair accessible. What do you do?
Work with your local county officials and learn what the wheelchair accessibility
requirements are because slope and angle vary from state-to-state. Meet with a contractor
and review options about ramp and handrail placement. Check with the IRS tax code as
some of the expenses may be tax deductible.
d. The county also cited you on your lack of disabled parking. You currently have 100 parking
spaces for your business; subsequently, by law, how many parking spaces must be
marked “handicapped?”
The business must provide a minimum of four handicapped spaces.

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e. True or False. Employees that currently abuse drugs or alcohol are covered under the
ADA. Please explain your answer in detail.
Employees who abuse drugs are not covered under the ADA and are specifically excluded.
An employer may take action against this employee as she/he is not a “qualified individual
with a disability.” Do note that the ADA is the minimum requirement and employers may
offer to cover substance abuse under their employee assistance programs. Although drug
users are not covered, alcoholics are protected if the employer acts on the basis of such
use. Employers may be required to provide accommodation to the employee (time off to
attend AA meetings); however, they may discipline or terminate the employee if she/he
continues to drink on the job or abandons their assistance programs.

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