MANAJEMEN SUMBER DAYA MANUSIA/

HUMAN RESOURCE MANAGEMENT

 MANAJEMEN SUMBER DAYA MANUSIA/HUMAN RESOURCE MANAGEMENT

TUJUAN MEMPELAJARI MATA KULIAH INI AGAR MAHASISWA DAPAT:

1.MENJELASKAN ARTI MANAJEMEN;

2.MENJELASKAN ARTI MANAJEMEN SUMBER DAYA MANUSIA;
3.MENJELASKAN LANGKAH-LANGKAH REKRUITMEN SUMBER DAYA MANUSIA
DI TEMPAT KERJANYA;
4.MENGALISIS PERAN MANAJER DALAM MENGEMBANGKAN KUALITAS
SUMBER DAYA MANUSIA DI TEMPAT KERJA MASING-MASING;
5.MENGALISIS PROGRAM PENINGKATAN KUALITAS SUMBER DAYA MANUSIA
DI TEMPAT KERJANYA;
6.MENGALISIS DAMPAK PROGRAM PENINGKATAN KUALITAS TENAGA KERJA
KARYAWANNYA, LEMBAGANYA, DAN MANAJERNYA;
7.MENAWARKAN ALTERNATIF PROGRAM PENINGKATAN SUMBER DAYA
MANUSIA DI TEMPAT KERJANYA.
 QUESTIONS SHOULD BE ANWERS

1. IMPORTANT OF THE OUTPUT/OUTCOME?

2. HOW OUTPUT/OUTCOME SHOULD BE
PROCESSED?
3. KEY FACTORS?
4. WHICH PROCESSES GAIN THE HIGHEST
VISIBILITY FOR THE CUSTOMERS?
5. BIGGEST IMPACT OF THE OUTPUT/OUTCOME –
CUSTOMER-DRIVEN STANDARDS?
6. IMPROVEMENT?
 CRITICAL COMPONENTS

1. OWNERSHIP;
2. PLANNING;
3. CONTROLLING;
4. MEASUREMENT;
5. IMPROVEMENT;
6. OPTIMATION.
“MANAGEMENT IS THE PROCESS OF
WORKING WITH AND THROUGH
OTHERS TO ACHIEVE
ORGANIZATIONAL OBJECTIVES IN AN
EFFICIENT AND ETHICAL MANNER.”
(KREITNER AND KINICKI, 2004)
HUMAN RESOURCE MANAGEMENT IS
DEFINED AS A STRATEGIC AND
COHERENT APPROACH TO THE
MANAGEMENT OF AN
ORGANIZATION’S MOST VALUED
ASSETS – THE PEOPLE WORKING
THERE WHO INDIVIDUALLY AND
COLLECTIVELY CONTRIBUTE TO THE
ACHIEVEMENT OF ITS OBJECTIVES.
(AMSTRONG, MICHAEL: 2006, P.3)
FOUR WAYS TO ASSESS MANAGERIAL EFFECTIVENESS

GOAL
ACCOMPLISHMENT
THE MANAGEMENT
ACHIEVES ITS STATED
GOALS

INTERNAL
RESOURCE PROCESSES
ACQUISITION
THE
THE MANAGEMENT
MANAGEMENT FUNCITIONS
ACQUIRES THE SMOOTHLY
RESOURCES IT WITH A
NEEDS MINIMUM OF
INTERNAL
STRAIN

STRATEGIC CONSTITUENCIES
SATISFACTION
THE DEMANDS AND
EXPECTATIONS OF KEY INTEREST
GROUPS ARE AT LEAST
MINIMALLY SATISFIED
 FAKTOR
PENGARUH INTERNAL PENDORONG/PENGHAMBAT
ORGANISASI
KARAKTERISTIK TIM MANAJEMEN
• ADANYA KODE ETIK PUNCAK
• BUDAYA ORGANISASI • USIA

HARAPAN • MASA KERJA

• BESARNYA ORGANISASI
PERAN • PENGABDIAN LAIN/MILITER
• STRUKTUR
• HOMOGINITAS/HETEROGINITAS
• PERSESI TEKANAN
INDIVIDU
UNTUK BERHASIL
• PRIBADI
• STRATEGI LEMBAGA
• NILAI YANG DIANUT
PERILAKU
• PRINSIP MORAL ETIS
• SEJARAH MOTIVASI
• JENIS KELAMIN
PENGARUH EKSTERNAL
ORGANISASI
• POLITIK
• KULTUR DEPARTEMEN
• KULTUR BANGSA
• LINGKUNGAN

MODEL PERILAKU ETIS DI PEKERJAAN

 Ajzen’s Theory of Planned Behavior

Attitude
toward the
behavior

Subjective Behavior
Intention
norm

Perceived
behavioral
control
AN INSTRUCTIONAL ROAD MAP FOR THE STUDY OF INDIVIDUAL
DIFFERENCES IN ORGANIZATIONAL BEHAVIOR

THE UNIQUE INDIVIDUAL

FORMS OF SELF EXPRESSION

PERSONALITY TRAITS

PERSONAL VALUE
ATTITUDES/BEHAVIORAL
INTENTIONS

SELF-CONCEPT:
ABILITIES

• SELF-ESTEEM
• SELF-EFFICACY EMOTIONS

• SELF-MONITORING
• ORGANIZTIONAL JOB SATISFACTION
IDENTIFICATION
SELF-MANAGEMENT
 A Values Model of Work/Family Conflict

Family
values

Value
similarity

General life Work/family Value Performance

values conflict attainment

Value
congruence

Work values
Individual Differences Impact Job Performance and Job

Value

Job Job
Attitudes performance satisfaction

Abilities
Performance Depends on the Right Combination of Effort, Ability, and Skill

Ability

Effort Performance

Skill
 A Modified Version of Weiner’s Attribution Model

Judgment/ Causal analysis Psychological Behavioral

evaluation consequences consequences consequences

• Self-esteem (increase)
Internal factors • Expectancy 0f future
success (increase) High future
• High ability
• Pride (increase) performanc
• High effort
• Shame (decrease) e
• Depression (decrease)

Judgment of external factors • Self-esteem (increase-decrease)

success • Easy task/job • Expectancy 0f future success Lower to
• Good luck (increase-decrease) higher
• Help from • Pride (increase-decrease) future
co-workers • Shame (increase-decrease) performanc
Someone • Good • Depression (increase-decrease) e
performs manager
• Self-esteem (decrease)
a task
Internal factors • Expectancy 0f future Lower
• Low ability success (decrease)
future
• Low effort • Pride (decrease)
performanc
• Shame (increase) e
Judgment of • Depression (increase)
failire
external factors • Self-esteem (increase-decrease)
• Difficult • Expectancy 0f future success Lower to
task/job (increase-decrease) higher
• Bad luck • Pride (increase-decrease) future
• Unproduce • Shame (increase-decrease) performanc
co-workers • Depression (increase-decrease) e
• Poor manager
 The Job Characteristics Model

Core job Critical

psychological Outcomes
characteristics
states

• Skill variety • Experienced

• Task identity meaningfulness of • High intrinsic
the work work motivation
• Task significance
• High growth
• Experienced
satisfaction
• Autonomy responsibility for
outcomes of the • High general job
work satisfaction
• Feedback from job • Knowledge of the • High work
actual result of the effectiveness
work activities

Moderators
1. Knowledge and skill
2. Growth need strength
3. Context satisfaction
 ETHICS?

“ETHICS INVOLVES THE STUDY OF MORAL ISSUES AND

CHOICES”. (KREITNER AND KINICKI, 2004)

IT IS CONCERNED WITH RIGHT VERSUS WRONG, GOOD

VERSUS BAD, AND THE MANY SHADES OF GRAY IN
SUPPOSEDLY BLACK-AND-WHITE ISSUES.

MANAGERS ARE CHALLENGED TO HAVE MORE

IMAGINATION AND THE COURAGE TO DO THE RIGHT
THING.
“ETHICS INVOLVES THE STUDY OF MORAL ISSUES
AND CHOICES”. (KREITNER AND KINICKI, 2004)

IT IS CONCERNED WITH RIGHT VERSUS WRONG,

GOOD VERSUS BAD, AND THE MANY SHADES OF
GRAY IN SUPPOSEDLY BLACK-AND-WHITE ISSUES.

MANAGERS ARE CHALLENGED TO HAVE MORE

IMAGINATION AND THE COURAGE TO DO THE
RIGHT THING.
 MANAGEMENT PROCESS

1. PLANNING
ESTABLISHING GOALS AND STANDARDS; DEVELOPING RULES AND PROCEDURES;
DEVELOPING PLAN AND FORECASTING.
2. ORGANIZING
GIVING EACH SUBORDINATE A SPECIFIC TASK; ESTABLISHING DEPARTMENTS;
DELEGATING AUTHORITY TO SUBORDINATE; ESTABLISHING CHANNELS OF
AUTHORITY AND COMMUNICATION; COORDINATING THE WORK OF SUBORDINATE.
3. STAFFING
DETERMINING WHAT TYPE OF PEOPLE SHOULD BE HIRED; RECRUITING
PROSPECTIVE EMPLOYEES; SETTING PERFORMANCE STANDARD; COMPENSATING
EMPLOYEES; EVALUATING PERFORMANCE; COUNCELING EMPLOYEES; TRAINING
AND DEVELOPING EMPLOYESS.
4. LEADING
GETTING OTHERS TO GET THE JOB DONE; MAINTAINING MORALE; MOTIVATING
SUBORDINATES.
5. CONTROLLING
SETTING STANDARDS SUCH AS SALES QUOTAS, QUALITY STANDARD, OR
PRODUCTION LEVELS; CHECKING TO SEE HOW ACTUAL PERFORMANCE COMPARES
WITH THESE STANDARDS; TAKING CORRECTIVE ACTION AS NEEDED.
 HUMAN RESOURCE MANAGEMENT

1. RECRUITMENT AND PLACEMENT;

2. TRAINING AND DEVELOPMENT;

3. COMPENSATION;

4. EMPLOYEE RELATIONS.
 THE MANAGER’S HUMAN RESOURCE MANAGEMENT JOB

1. CONDUCTING JOB ANALYSIS;

2. PLANNING LABOR NEEDS AND RECRUITING JOB CANDIDATES;
3. SELECTING JOB CANDIDATES;
4. ORIENTING AND TRAINING NEW EMPLOYEES;
5. MANAGING WAGE AND SALARIES (COMPENSATING
EMPLOYEES);
6. PROVIDING INSENTIVES AND BENEFITS;
7. APPRAISING PERFORMANCE;
8. COMMUNICATING (INTERVIEWING, COUNCELING,
DISCIPLINING);
9. TRAINING AND DEVELOPING MANAGERS;
10. BUILDING EMPLOYEE COMMITMENT.
 TYPES OF INFORMATION:

• WORK ACTIVITIES IS A COLLECTION OF INFORMATION ABOUT THE JOB’ ACTUAL WORK

ACTIVITIES, SUCH AS CLEANING, SELLING, TEACHING, OR PAINTING (HOW, WHY, AND WHEN THE
WORKER PERFORMS EACH ACTIVITY.

• HUMAN BEHAVIOR IS A COLLECTION OF INFORMATION ABOUT HUMAN BEHAVIOR LIKE SENSING,

COMMUNICATING, DECIDING, AND WRITING (JOB DEMANDS SUCH AS A LIFTING WEIGHT OR
WALKING LONG DISTANCES).

• MACHINES, TOOLS, EQUIPMENT, AND WORK AIDS IS A COLLECTION OF INFORMATION REGARDING

TOOLS USED, MATERIAL PROCESSED, KNOWLEDGE DEAL WITH OR APPLIED (SUCH AS FINANCE OR
LAW), AND SERVICES RENDERED (SUCH AS COUNSELING OR REPAIRING).

• PERFORMANCE STANDARDS IS INFORMATION ABOUT JOB’S PERFORMANCE STANDARDS.

MANAGEMENT WILL USE THESE STANDARDS TO APPRAISE EMPLOYEES.

• JOB CONTEXT IS INFORMATION ABOUT SUCH MATTERS AS PHYSICAL WORKING CONDITIONS,

WORK SCHEDULE, AND THE ORGANIZATIONAL AND SOCIAL CONTEXT( SUCH AS NUMBER OF
PEOPLE WITH WHOM THE EMPLOYEE WOULD NORMALLY INTERACT, INCENTIVES).

• HUMAN REQUIREMENT IS INFORMATION REGARDING THE JOB’S HUMAN REQUIREMENT, SUCH AS

JOB-RELATED KNOWLEDGE OR SKILLS AND REQUIRED PERSONAL ATTRIBUTES.
 HUMAN RESOURCE MANAGEMENT

1. RECRUITMENT AND PLACEMENT;

2. TRAINING AND DEVELOPMENT;

3. COMPENSATION;

4. EMPLOYEE RELATIONS.
 MANAGING DIFFICULT PEOPLE

SOME EXAMPLES:

1. THE BULLY;
2. THE COMPLAINER OR WHINER;
3. THE PROCRASTINATOR;
4. THE KNOW-IT-ALL;
5. THE SILENT TYPE;
6. THE SOCIAL BUTTERFLY;
7. THE “NO PEOPLE SKILLS” PERSON;
8. THE ROOKIE;
9. THE OVERLY SENSITIVE PERSON;
10. THE MANIPULATOR.
 DIFFERENCES BETWEEN LEADERS AND MANAGERS

LEADERS MANAGERS
INNOVATE ADIMINISTER
DEVELOP MAINTAIN
INSPIRE CONTROL
LONG-TERM VIEW SHORT-TERM VIEW
ASK WHAT AND WHY ASK HOW AND WHEN
ORIGINATE INITIATE
CHALLENGE THE STATUS ACCEPT THE SATUS QUO
QUO
DO THE RIGHT THINGS DO THINGS RIGHT
 PAST MANAGERS FUTURE MANAGERS
PRIMARY ROLE ORDER GIVER, PRIVILEDGED FACILITATOR, TEAM MEMBER,
ELITE, MANIPULATOR, TEACHER, ADVOCATE,
CONTROLLER SPONSOR, COACH

LEARNING AND PERIODIC LEARNING, NARROW CONTINUOUS LIFE-LONG

SPECIALIST LEARNING, GENERALIST WITH
KNOWLEDGE
MUTIPLE SPECIALITIES

TIME, EFFORT RANK SKILLS, RESULTS

COMPENSATION CRITERIA

MONOCULTURAL, MONOLINGUAL MULTICULTURAL,

CULTURAL ORIENTATION MULTILINGUAL
FORMAL AUTHORITY
PRIMARY SOURCE OF KNOWLEDGE (TECHNICAL
INFLUENCE AND INTERPERSONAL)

VIEW OF PEOPLE POTENSIAL PROBLEM

PRIMARY SOURCE

PRIMARY COMMUNICATION VERTICAL

MULTIDIRECTIONAL
PATTERN

BROAD-BASED INPUT FOR

DECISION-MAKING STYLE LIMITED INPUT FOR INDIVIDUAL JOINT DECISIONS
DECISIONS
 PAST MANAGERS FUTURE MANAGERS
ETHICAL AFTERTHOUGH FORETHOUGH
CONSIDERATIONS

NATURE OF COMPETITIVE (WIN- COOPERATIVE (WIN-

INTERPERSONAL LOSE) WIN)
RELATIONSHIPS

HANDING OF HARD AND RESTRICT SHARE AND BROADEN

POWER AND KEY
ACCESS ACCESS
INFORMATION

APPROACH TO
CHANGE RESIST FACILITATE
 THE MANAGER’S HUMAN RESOURCE MANAGEMENT JOB

1. CONDUCTING JOB ANALYSIS;

2. PLANNING LABOR NEEDS AND RECRUITING JOB CANDIDATES;
3. SELECTING JOB CANDIDATES;
4. ORIENTING AND TRAINING NEW EMPLOYEES;
5. MANAGING WAGE AND SALARIES (COMPENSATING
EMPLOYEES);
6. PROVIDING INSENTIVES AND BENEFITS;
7. APPRAISING PERFORMANCE;
8. COMMUNICATING (INTERVIEWING, COUNCELING,
DISCIPLINING);
9. TRAINING AND DEVELOPING MANAGERS;
10. BUILDING EMPLOYEE COMMITMENT.
 THE NATURE OF JOB ANALYSIS

JOB ANALYSIS IS THE PRUCEDURE FOR DETERMINING THE DUTIES AND SKILL
REQUIREMENTS OF A JOB AND THE KIND OF PERSON WHO SHOULD BE HIRED
FOR IT.

JOB ANALYSIS PRODUCES INFORMATION USED FOR WRITING JOB

DESCRIPTIONS (A LIST OF WHAT THE JOB ENTAILS) AND JOB SPECIFICATIONS
(WHAT KIND OF PEOPLE TO HIRE FOR THE JOB).

JOB DESCRIPTION IS A LIST OF A JOB’S DUTIES, RESPONSIBILITIES,

WORKING CONDITIONS, AND SUPERVISORY RESPONSIBILITIES-ONE
PRODUCT OF A JOB ANALYSIS.

JOB SPECIFICATIONS IS A LIST OF A JOB’S “HUMAN REQUIREMENTS”,

THAT IS, THE REQUISITE EDUCATION, SKILLS, PERSONALITY, AND SO
ON-ANOTHER PRODUCT OF A JOB ANALYSIS.
 JOB ANALYSIS

JOB DESCRIPTION
AND
JOB SPECIFICATION

RECRUITING JOB EVALUATION-

WAGE AND
AND PERFORMANCE TRAINING
SALARY
SELECTION APPRAISAL DECISIONS REQUIREMENTS
DECISION (COMPENSATION)
 STEPS IN JOB ANALYSIS

STEP 1: DECIDE HOW YOU’LL USE THE INFORMATION, SINCE THIS WILL DETERMINE THE DATA YOU
COLLECT AND HOW YOU COLLECT THEM.

STEP 2: REVIEW RELEVANT BACKGROUND INFORMATION SUCH AS ORGANIZATION CHARTS,

PROCESS CHARTS, AND JOB DESCRIPTION.

ORGANIZATION CHART IS A CHART THAT SHOWS THE ORGANIZATION WIDE

DISTRIBUTION OF WORK, WITH TITLES OF EACH POTISION AND INTERCONNECTING LINES
THAT SHOW WHO REPORTS TO AND COMMUNICATES TO WHOM.
PROCESS CHART IS A WORK FLOW CHART THAT SHOWS THE FLOW OF INPUTS TO
AND OUTPUTS FROM A PARTICULAR JOB.

STEP 3: SELECT REPRESENTATIVE POSITIONS.

STEP 4: ACTUALLY ANALYZE THE JOB- BY COLLECTING DATA ON JOB ACTIVITIES, REQUIRED
EMPLOYEE BEHAVIORS, WORKING CONDITIONS, AND HUMAN TRAITS AND ABILITIES NEEDED TO
PERFORM THE JOB.

STEP 5: VERIFY THE JOB ANALYSIS INFORMATION WITH THE WORKER PERFORMING THE JOB AND
WITH HIS OR HER IMMIDEATE SUPERVISOR.

STEP 6: DEVELOP A JOB DESCRIPTION AND JOB ANALYSIS.

 PROCESS CHART FOR ANALYSING A JOB’S WORKFLOW:
A CASE STUDY OF EDUCATIONAL INSTITUTION

INFORMATION INPUT COMPONENT INPUT

FROM FROM
HEAD MASTER SUPPLIERS

JOB UNDER STUDY-

HIGH SCHOOL
TEACHERS

INFORMATION OUTPUT TO PRODUCT QUALITY

HEAD MASTER OUTPUT
REGARDING COMPONENT TO
QUALITY HEAD MASTER
 METHODS OF COLLECTING JOB ANALYSIS INFORMATION:

1. THE INTERVIEW;

2. QUESTIONNAIRES;

3. OBSERVATION;

4. PARTICIPANT DIARY/LOGS;

5. QUANTITATIVE JOB ANALYSIS TECHNIQUE;

6. POSITION ANALYSIS QUESTIONARE;

7. DEPARTMENT OF LABOR (DOL) PROCEDURE;

8. FUNCTIONAL JOB ANALYSIS.

 WRITING JOB DESCRIPTIONS

1. JOB IDENTIFICATION;

2. JOB SUMMARY;

3. RESPONSIBILITY AND DUTIES;

4. AUTHORITY OF INCUMBENT;

5. STANDARDS OF PERFORMANCE;

6. WORKING CONDITIONS;

7. JOB SPECIFICATION.
 JOB ANALYSIS IN A “JOBLESS” WORLD

1. FROM SPECEALIZED TO ENLARGED JOB;

2. WHY MANGERS ARE DEJOBBING THEIR

COMPANIES?
- DEJOBBING;
- FLATTER ORGANIZATIONS;
- WORK TEAMS;
- THE BOUNDARYLESS ORGANIZATION;
- REENGINEERING.
 PERSONNEL PLANNING AND RECRUITING:
STEPS IN RECRUITMENT AND SELECTION PROCESS

EMPLOYM RECRUI
ENT TING:
PLANNING BUILD A CANDIDATE
AND POOL OF S BECOME
FORECAS CANDID EMPLOYEE
TING ATES

CANDIDATES

APPLICANTS USE SUPERVISIONS

COMPLETE SELECTION AND OTHERS
APPICATION TOOLS LIKE INTERVIEW
FORMS TESTS TO FINAL
SCREEN OUT CANDIDATES TO
MOST MAKE FINAL
APPLICANTS CHOISE
 FORECASTING PERSONNEL NEEDS:

THE TECHNIQUES OF PERSONNEL PLANNING

APPROACH:

TREND ANALYSIS TO ESTIMATE STAFFING NEEDS

BASED ON GOALS PROJECTIONS AND HISTORICAL
GOALS ACHIEVEMENT TO PERSONNEL
RELATIONSHIPS;

TREND ANALYSIS MEANS STUDYING VARIATIONS IN

EDUCATIONAL INSTITUTIONS’ PAST EMPLOYMENT
NEEDS OVER A PERIOD OF YEARS TO PREDICT
FUTURE NEEDS.
PERSONNEL PLANNING IS THE FIRST STEP IN THE
RECRUITING AND SELECTION PROCESS.

EMPLOYMENT OR PERSONNEL PLANNING IS THE

PROCESS OF DECIDING WHAT POSITIONS THE
EDUCATIONAL INSTITUTION WILL HAVE TO FILL, AND
HOW TO FILL THEM.

MANAGEMENT BUILDS EMPLOYMENT PLANS ON BASIC

ASSUMPTIONS ABOUT THE FUTURE.

THREE BASIC ASSUMPTIONS: PERSONNEL NEEDS, THE

SUPPLY OF INSIDE CANDIDATES, AND THE SUPPLY OF
OUTSIDE CANDIDATES
 PERFORMANCE CONTRACT

WITHIN THE NEXT YEAR, I UNDERSTAND THAT OUR ORGANIZATION’S OBJECTIVES ARE
---------------------------------------------------------------------------- AND THAT THE GOALS OF OUR DEPARTMENT ARE
-----------------------------------------------------------. I ALSO UNDERSTAND THAT OUR UNIT GOALS ARE
-------------------------------------------.

MY KEY INTERNAL CUSTOMERS ARE -------------------------------------------------- AND THEIR WORK NEEDS AND
EXPECTATIONS ARE ---------------------------------------------
TO MAKE MY CONTRIBUTION TOWARD ATTAINING THE GOALS STATED ABOVE, I UNDERSTAND THAT I AM
EXPECTED TO DO FOLLOWING:
MY INDIVIDUAL PERFORMANCE GOALS ARE -----------------------------------------
MY GOALS FOR IMPROVING WORK METHODS (PROCESS) ARE---------------
MY GOALS FOR IMPROVING SPECIFIC INTERPERPERSONAL WORK BEHAVIOR WHEN I INTERACT WITH THE
FOLLOWING ------------------------------------ARE-------------------------------------------------------------------------------------------------------------

I BELIEF THESE GOALS ARE ACCEPTABLE AND ATTAINABLE. I ALSO UNDERSTAND THAT I WILL BE EVALUATED
BY MULTIPLE APPRAISAL SOURCES (SUPERVISOR, PEERS, INTERNAL, AND, IF APPROPRIATE, EXTERNAL
CUSTOMERS).

COMPENSATION FOR MY WORK PERFORMANCE WILL BE BASED ON WHETHER MY PERFORMANCE WAS (1)
OUTSTANDING, (2) FULLY COMPETENT, (3) UNSATISFACTORY. I UNDERSTAND THAT THE FOLLOWING FORMS OF
COMPENSATION WILL BE CONSIDERED (1) MERIT AWARD FOR MY INDIVIDUAL PERFORMANCE GOAL
ATTAINMENT, (2) ENHANCEMENT AND UTILIZATION OF MY SKILLS, (3) MY WORK UNIT’S OR TEAM’S
PERFORMANCE (GAINSHARING), AND (4) OUR ORGANIZATION’S PERFORMANCE (PROFIT SHARING).

EMPLOYEE’S SIGNATURE SUPERVISOR’S SIGNATURE

 STEPS IN APPRISING PERFORMANCE

1. DEFINING THE JOB: MAKING SURE THAT MANAGER

AND EMPLOYEE AGREE ON HIS OR HER DUTIES AND
JOBS STANDARDS;

2. APPRAISING PERFORMANCE: COMPARING

EMPLOYEE’S ACTUAL PERFORMANCE TO THE
STANDARDS THAT HAVE BEEN SET; THIS USUALLY
INVOLVES SOME TYPE OF RATING FORM;

3. FEEDBACK: THE DISCUSSION BETWEEN EMPLOYEE

AND MANAGER ABOUT THE EMPLOYEE’S
PERFORMANCE AND PROGRESS, AND MAKE PLANS
FOR ANY DEVELOPMENT REQUIRED.
 PERFORMANCE APPRAISAL
EMPLOYEE NAME: --------------------------- TITLE :-----------------------------------------------
DEPARMENT: ----------------------------------- EMPLOYEE PAYROLL NUMBER: ----------
REASON FOR REVIEW: ANNUAL PROMOTION UNSATISFACTORY PERFORMANCE
MERIT END PROBATION PERIOD OTHER
DATE EMLOYEE BEGAN PRESSENT POSITION: AND
DATE LAST APPRAISAL: SCHEDULED APPRAISAL DATE:
INSTRUCTION: CAREFULLY EVALUATE EMPLOYEE’S WORK PERFORMANCE IN RELATION TO CURRENT JOB
REQUIREMENTS. CHECK RATING BOXES TO INDICATE THE EMPLOYEE’S PERFORMANCE. INDICATE N/A IF NOT
APPLICABLE. ASSIGN POINTS FOR EACH RATING WITHIN THE SCALE INDICATE IN THE CORRESPONDING POINTE\S
BOX. POINTS WILL BE TOTALED AND AVERAGED FOR AN OVERALL PERFORMANCE SCORE.
O = OUTSTANDING; V = VERY GOOD; G = GOOD; I = IMPROVEMENT NEEDED; U = UNSATISFACTORY; N = NOT RATED
GENERAL FACTORS RATING SUPPORTIVE DETAILS OR
SCALE COMMENTS
QUALITY–THE ACCURACY, THOROUGHNESS, AND O, V, G, I, U, N
ACCEPTABILITY OF WORK PERFORMANCE. 60 – 100
PRODUCTIVITY-THE QUANTITY AND EFFICIENCY OF WORK O,V,G, I, U, N
PRODUCE IN A SPECIFIC PERIOD OF TIME. 60 - 100
JOB KNOWLEDGE-THE PRACTICAL/TECHNICAL SKILLS AND
INFORMATION USED ON THE JOB.

RELIABILTY-THE EXTENT TO WHICH AQN EMPLOYEE CAN BE

RELIED UPON REGARDING TASK COPLETION AND FOLLOW-UP.

AVAILABILTY-THE EXTENT TO WHICH AN EMPLOYEE IS

PUNCTUAL, OBSERVES PRESCRIBED WORK BREAK/MEAL
PERIODS, AND THE OVERALL ATTENDANCE RECORD.
INDEPENDENCE-THE EXTENT OF WORK PERFORMED WITH
LITTLE OR NO SUPERVISION.
 TRADITIONAL VERSUS CAREER DEVELOPMENT FOCUS

HR ACTIVITY TRADITIONAL FOCUS CAREER DEVELOPMENT FOCUS

ANALYZES JOBS, SKILLS, ADDS INFORMATION ABOUT

HUMAN RESOURCE PLANNING TASKS-PRESENT AND FUTURE. INDIVIDUAL INTERESTS,
PROJECTS NEEDS.USES PREFERENCES, AND THE LIKE TO
STATISTICAL DATA. DATA.
PROVIDES OPPORTUNITIES PROVIDES CAREER PATH
TRAINING AND FOR LEARNING SKILLS, INFORMATION. ADDS INDIVIDUAL
DEVELOPMENT INFORMATION, AND GROWTH ORIENTATION.
ATTITUDES RELATED JOBS.

RATING AND/OR REWARD ADDS DEVELOPMENT PLANS AND

PERFORMANCE APPRAISAL INDIVIDUAL GOAL SETTING.

MACHTING ORGANIZATION’S MACTHES INDIVIDUAL AND JOBS

RECRUITING AND NEEDS. WITH QUALIFIED BASED ON A NUMBER OF
PLACEMENT INDIVIDUAL. VARIABLES INCLUDING
EMPLOYEES’ CAREER INTERESTS.
REWARD TO TIME, ADDS NON-JOB-RELATED
COMPENSATION AND PRODUCTIVITY, TALENT, AND ACTIVITIES TO BE REWARDED,
BENEFITS SO ON. SUCH AS UNITED WAY
LEADERSHIP POSITION.
 TRAINING AND DEVELOPING EMPLOYEES

1.ORIENTING EMPLOYEES

EMPLOYEE ORIENTATION: “ A PROCEDURE FOR PROVIDING NEW EMPLOYEE

WITH BASIC GROUND INFORMATION ABOUT THE FIRM/INSTITUTION.”

EXPLAINING BASIC MATTERS OF THE FIRM;

AT A MINIMUM, NEW EMPLOYEE RECEIVE “INTERNET-BASED EMPLOYEE

HANDBOOK CONCERNING POLICIES, BENEFITS, AND REGULATIONS;

DON’T UNDERESTIMATE THE IMPORTANT OF ORIENTATION;

ORIENTATION PROGRAM EMPHASIZING COMPANY’S MISSION AND

EMPLOYEE’S ROLE;

A SUCCESFULL ORIENTATION SHOULD ACCOMPLISH: NEW EMPLOYEE

SHOULD FEEL WELCOME; UNDERSTAND HISTORY OF THE ORGANIZATION
VISION OF THE FUTURE; EMPLOYEE SHOULD BE CLEAR WHAT IS EXPECTED
IN TERMS OF WORK AND BEHAVIOR; AND THE PERSON SHOULD HAVE BEGUN
THE PROCESS OF BECOMING SOCIALIZED INTO THE FIRM;

NOT ALL NEW HIRES REACT TO ORIENTATION IN THE SAME WAY.

 NEW EMPLOYEE DEPARTMENT ORIENTATION CHECK LIST

NAME: HIRE DATE SSN: JOB TITLE:

DEPARTMENT: NEO DATE: DEPARMENT ORIENTATION COMPLETED
BY:

1. HUMAN RESOURCES INFORMATION TOPIC DATE REVIEWED

a. Department Attendence Procedures and UCSD Healthcare Work Time N/A
&Attendence Policy
b. Job Description Review
c. Annual Performance Evaluation and Peer Feedback Process
d. Probationary Period Information
e. Appearance/Dress Code Requirements
f. Annual TB Screening
g. License and/or Certification Renewals

2. DEPARMENT INFORMATION
a. Organizational Structure-Department Core Values Orientation
b. Department /Unit Area Specific Policies & Procedures b.
c. Customer Service Practices c.
d. CQI Effort and Projects d.
e. Tour and Floor Plan e.
f. Equipment/Suppies f.
1) Keys Issued 1)
2) Radio Pager Issued 2)
3) Other .... 3)
g. Mil and Recharge Codes g.

3. SAFETY INFORMATION
a. Departemental Safety Plan
b. Employee Safety/Injuri Reporting Procedures
c. Hazard Communication
d. Infection Control/Sharp Disposal
e. Attendence at Annual Safety Fair (mandatory)
 TOPIC DATE REVIEWED N/A

4. FACILITIES INFORMATION
a. Emergency Power
b. Mechanical System
c. Water
d. Medical Gases
e. Patient Room
1) Bed
2) Headwall
3) Bathroom
4) Nurse Call System

5. SECURITY INFORMATION
a. Code Triage Assigment
b. Code Bule Assigment
c. Code Red – Evacuation Procedure
d. Code 10 - Bamb Threat Procedures
e. Department Security Measures
f. UCSD Emergency Number 6111 or 911

This generic ckecklist may not consitute a complete departemental orientation

or assessment. Please attach my additional unit specific orientation material for
placement in the employee’s HRD file.

I have been oriented on the items listed above ______________________

 THE TRAINING PROCESS

1.The Strategy Context of Training;

2.The Five Steps Training and Development Process;

3.Training, Learning, and Motivation;

a. Make the Learning Meaningful,

b. Make Skills Transfer Easy,

c. Motivate the Learner.

 THE STRATEGIC CONTEX OF TRAINING

THE TRAINING HAS TO MAKE SENSE IN TERMS OF THE

COMPANY’S STRATEGIC GOALS;

PLAYS A KEY ROLE IN THE PERFORMANCE

MANAGEMENT: THE PROCESS EMPLOYERS USE TO MAKE
SURE EMPLOYEES ARE WORKING TOWARD
ORGANIZATIONAL GOAL;

TRAINING SHOULD: INTEGRATED, GOAL-ORIENTED

APPROACH ASSIGNING, TRAINING, ASSESSING, AND
REWARDING EMPLOYEES’ PERFORMANCE.
 THE FIVE-STEP TRAINING AND
DEVELOPMENT PROCESS

1.NEEDS ANALYSIS;

2.INTRUCTIONAL DESIGN;

3.VALIDATION;

4.IMPLEMENT THE PROGRAM;

5.EVALUATION.
 TRAINING, LEARNING, AND MOTIVATION

ABILITY: READING, WRITING, MATHEMATICS SKILLS, AND THE

REQUIRED EDUCATIONAL LEVEL, INTELLEGENCE, AND KNOWLEDGE
BASE.

USING “MINIATUR JOB TRAINING”

1.MAKE THE LEARNING MEANINGFUL:

a. PROVIDE A BIRD’S-EYE VIEW (KNOWING THE

OVERALL PICTURE FACILITATES LEARNING;

b. USE A VARIETY OF FAMILIAR EXAMPLES;

c. ORGANIZE THE INFORMATION LOGICALLY AND

MEANINGFULLY;

d. USE TERMS AND CONCEPTS THAT ARE ALREADY

FAMILIAR;

e. USE AS MANY VISUAL AIDS AS POSSIBLE.

2. MAKE SKILLS TRANSFER EASY:

a. MAXIMIZE THE SIMILARITY BETWEEN THE

TRAINING SITUATION AND THE WORK
SITUATION;

b. PROVIDE ADEQUATE PRACTICE;

c. LABEL OR IDENTIFY EACH FEATURE OF THE

MACHINE AND/OR STEP IN THE PROCESS;

d. DIRECT TRAINEE’S ATTENTION TO THE

IMPORTANT ASPECT OF THE JOB;

e. PROVIDE “HEADS-UP,” PREPARATORY

3. MOTIVATE THE LEARNER:

a.PEOPLE LEARN BEST BY DOING;

b.TRAINEES LEARN BEST WHEN THE TRAINERS

IMMEDIATELY REINFORCE CORRECT RESPONSES;

c.TRAINEES LEARN BEST BY THEIR OWN PACE;

d.CREATE A PERCEIVED TRAINING NEED IN THE

TRAINEES’ MIND;

e.THE SCHEDULE IS IMPORTANT: “FULL DAY TRAINING IS

NOT AS EFFECTIVE AS HALF THE DAY OR THREE-
FOURTHS OF THE DAY.”
 TRAINING METHODS

1.ON THE JOB TRAINING (OJT):

a. COACHING OR UNDERSTUDY METHOD;

1) JOB ROTATION

2) SPECIAL ASSIGMENT

b. SOME STEPS;

1) PREPARE THE LEARNER

a) PUT THE LEARNER EASY-RELIEVE THE TENSION,

b) EXPLAIN WHY HE/SHE IS BEING TAUGHT,
c) CREATE INTEREST, ENCOURAGE QUESTIONS, FIND
OUT WHAT THE LEARNER ALREADY KNOWN,
d) EXPLAIN THE WHOLE JOB AND RELATE IT TO
SOME JOB THE WORKER ALREADY KNOWN,
e) PLACE THE LEARNER AS CLOSE TO THE NORMAL
WORKING POSITION AS POSSIBLE,
f) FAMILIARIZE THE WORKER WITH EQUIPMENT,
MATERIAL, TOOLS, AND TRADE TERMS,
2) PRESENT THE OPERATION

a) EXPLAIN QUANTITY AND QUALITY REQUIREMENT

b) GO THROUGH THE JOB AT A NORMAL WORK PLACE

c) GO THROUGH THE JOB AT ASLOW PACE SEVERAL TIMES,

EXPLAIN EVERY STEP

d) AGAIN GO THROUGH THE JOB AT A SLOW PACE SEVERAL

TIMES, EXPLAIN THE KEY POINTS

e) HAVE A LEARNER EXPLAIN THE STEPS AS YOU GO

THROUGH THE JOB AT A SLOW PACE

3) DO A TRYOUT

a) HAVE THE LEANER GO THROUGH THE JOB SEVERAL TIMES,

SLOWLY, EXPLAINING EACH STEP TO YOU

b) RUN THE JOB AT THE NORMAL PACE

c) HAVE THE LEARNER DO THE JOB, GRADUALLY BUILDING UP

SKILL AND SPEED
 d) AS SOON AS THE LEARNER DEMONSTATES ABILITY TO
DO THE JOB, LET THE WORK BEGIN, BUT DON’T
ABONDON HIM OR HER

4) FOLLOW UP

a) DESIGNED TO WHOM THE LEARNER SHOULD GO FOR

HELP

b) GRADUALLY DECREASE SUPERVISION, CHECKING

WORK TIME TO TIME AGAINST QUALITY AND
QUANTITY STANDARD

c) CORRECT FAULTY WORK PATTERN BEFORE THEY

BECOME TO A HABIT

d) COMPLIMENT GOOD WORK, ENCOURAGE THE WORKER

UNTIL HE OR SHW IS ABLE TO MEET THE QUALITY AND
QUANTITY STANDARD
2. APPRENTISCESHIP TRAINING

3. INFORMAL LEARNING

4. JOB INSTRUCTION TRAINING

5. LECTURES:

a. GIVE LISTENERS SIGNALS TO HELP THEM FOLLOW YOUR

IDEAS

b. DON’T START OUT ON THE WRONG FOOT

c. KEEP YOUR CONCLUTIONS SHORT

d. BE ALERT TO YOUR AUDIENCE

e. MAINTAIN EYE CONTACT WITH THE TRAINERS

f. MAKE SURE EVERY ONE IN THE CLASSROOM CAN HEAR

g. CONTROL YOUR HANDS

 h. TALK FROM NOTE RATHER THAN FROM A SCRIPT

i. BREAK A LONG TALK INTO A SERIES OF FIVE MINUTE

TALKS

j. PRACTICE

6. PROGRAMMED LEARNING

7. LITERACY TRAINING TECHNIQUES

8. AUDOVISUAL-BASED TRAINING

9. SIMULATED TRAINING

10. COMPUTER-BASED TRAINING

11. ELECTRONIC PERFORMANCE SUPPORT SYSTEMS (EPSS)

12. DISTANCE AND INTERNET-BASED TRAINING

 MANAGEMENT DEVELOPMENT (MD)

MD IS ANY ATTEMPT TO IMPROVE MANAGERIAL PERFORMANCE BY

IMPARTING KNOWLEDGE, CHANGING ATTITUDES, OR INCREASING
SKILLS.

THE ULTIMATE AIM IS, OF COURSE, TO ENHANCE THE FUTURE

PERFORMANCE OF THE COMPANY ITSELT.

THE GENERAL MD PROCESS CONSISTS OF:

1. ASSESING THE COMPANY’S NEED;

2. APPRAISING THE MANAGERS’ CURRENT

PERFORMANCE;

3. DEVELOPING THE MANAGERS (AND FUTURE

MANAGERS).
 PLANNING PROCESS

THE TYPICAL SUCCESSION PLANNING PROCESS

INVOLVES:

1. ANTICIPATE MANAGEMENT NEEDS BASED

ON STRATEGIC FACTORS;

2. REVIEW YOUR FIRM’S MANAGEMENT

SKILLS INVENTORY;

3. CREATE REPLACEMENT CHART THAT

SUMMARIZE POTENTIAL CANDIDATES AND
EACH PERSON’S DEVELOPMENT NEEDS.
 METHODS OF MD

1.MANAGERIAL ON-THE-JOB TRAINING:

a. JOB ROTATION;

b. COACHING/UNDERSTUDY APPROACH;

c. ACTION LEARNING.

2. OFF-THE-JOB MANAGEMENT TRAINING AND DEVELOPMENT:

a. THE CASE STUDY METHOD;

b. MANAGEMENT GAMES:

1) TRAINEES ARE DIVIDED INTO FIVE OR SIX PERSON

GROUPS;

2) EACH OF GROUP COMPETES WITH OTHERS IN A

SIMULATED MARKET PLACE;

3) EACH GROUP TYPICALLY MUST DECIDE:

a) HOW MUCH TO SPEND ON ADVERTISING;

 b) HOW MUCH TO PRODUCE;

c) HOW MUCH INVENTORY TO MAINTAIN;

d) HOW MANY OF WHICH PRODUCT TO PRODUCE.

USUALLY, THE GAME ITSELF COMPRESSES A TWO-OR
THREE- YEAR PERIOD INTO DAYS, WEEKS, OR MONTHS.

3. OUTSIDE SEMINAR

4. UNIVERSITY-RELATED PROGRAMS

5. ROLE PLAYING

6. BEHAVIOR MODELING

a. MODELING;
b. ROLE PLAYING;
c. SOCIAL REINFORCEMENT;
d. TRANSFER OF TRAINING.

7. COOPERATE UNIVERSITIES AND IN-HOUSE DEVELOPMENT CENTERS

8. EXECUTIVE COACHES
 MANAGING ORGANIZATIONAL CHANGE AND
DEVELOPMENT

THERE ARE FIVE ASPECTS THAT USUALLY CAN BE

CONSIDERED ON THE CHANGE PROCESS:

1. STRATEGY;

2. CULTURE;

3. STRUCTURE;

4. TECHNOLOGIES;

5. ATTITUDES AND SKILLS.

 RESISTANCE MATRIX
SOURCES OF RESISTANCE (FACTS, BELIEF, VALUES)
1. FACTS ABOUT SELF
I NEVER DID BEFORE.
I FAILED THE LAST TIME I TRIED.
FOCUS OF RESISTANCE (SELF, OTHERS, AND WORK
ALL MY FRIENDS ARE HERE.
2. FACT ABOUT OTHERS
HE IS ON PROBATION.
SHE HAS TWO CHILDREN.
OTHER PEOPLE TOLD ME IT’S
HARD TO DO.
3. FACTS ABOUT THE WORK
ENVIRONMENT
WHY SHOULD I DO.
I’AM NOT GETTING PAID EXTRA.
I HAVEN’T BEEN TRAINED TO DO
IT.
I MAKE LESS THAN ANYONE ELSE
IN THE DEPARTMENT.
4. BELIEF ABOUT SELF
I’AM TOO BUSY TO DO IT.
I’LL DO IT, BUT I’LL MESS UP.
I DON’T THINK I CAN ACCEPT
THE CHANGE.
5. BELIEFS ABOUT OTHERS
SHE PRETENDS TO BE BUSY TO
AVOID EXTRA WORK.
HE’S BETTER AT IT THAN I AM;
LET HIM TO DO IT.
SHE NEVER UNDERSTAND OUR
SIDE
6. BELIEFS ABOUT THE WORK
ENVIRONMENT
THIS IS LOUSY PLACE TO WORK.
THE PAY HERE IS TERRIBLE.
IT’S WHO YOU KNOW, NOT
WHAT YOU KNOW AROUND
HERE THAT COUNTS.
7. VALUES PERTAINING TO SELF
I LIKE THE JOB I HAVE NOW
BETTER.
I DON’T WANT TO CHANGE; I’M
HAPPY.
I LIKE WORKING ALONE
8. VALUES PERTAINING TO
OTHERS
LET SOMEONE ELSE TRAIN HER,
I’M NOT INTERESTED.
WHAT YOU REALLY THINK,
REALLY DOESN’T MATTER TO ME.
I DON’T GIVE A … ABOUT HIM.
9. VALUES PERTANING TO THE
WORK ENVIRONMENT
WHO CARE WHAT THE GOALS
ARE? I JUST DO MY JOB.
THE SALARY IS MORE IMPORTANT
THAN THE BENEFITS.
THIS JOB GIVES ME THE CHANCE
TO WORK OUTSIDE.
 CHANGE MODELS

LEWIN’S CHANGE MODEL LUSSIER’S CHANGE MODEL

STEP 1. UNFREEZING STEP 1. DEFINE THE CHANGE

STEP 2. IDENTIFY POSSIBLE
STEP 2. MOVING RESISTANCE TO CHANGE
STEP 3. PLAN THE CHANGE
STEP 3. REFREEZING STEP 4. IMPLEMENT THE CHANGE
GIVE THE FACTS
INVOLVE EMPLOYEES
PROVIDE SUPPORT
STEP 5. CONTROL THE CHANGE
(IMPLEMENTATION,
REINFORCEMENT, MAINTANCE)
 USING ORGANIZATIONAL DEVELOPMENT (OD)

OD HAS SEVERAL CHARACTERISTICS:

1.IT USUALLY INVOLVES ACTION RESEARCH;

2.IT APPLIES BEHAVIORAL SCIENCE;

3.IT CHANGES THE ATTITUDES, VALUES, AND BELIEFS OF EMPLOYEE;

4. IT CHANGES THE ORGANIZATION IN A PARTICULAR DIRECTION.

 A 10-STEP CHANGE PROCESS

1. ESTABLISH A SENSE OF URGENCY;

2. MOBILIZE COMMITMENT THROUGH JOINT DIAGNOSIS OF PROBLEMS;

3. CREATE A GUIDING COALITION;

4. DEVELOP A SHARED VISION;

5. COMMUNICATE THE VISION;

a. KEEP IT SIMPLE,
b. USE MULTIPLE FORUMS,
c. USE REPETATION,
d. LEAD BY EXAMPLE,

6. HELP EMPLOYEES TO MAKE THE CHANGE;

7. GENERATE SHORT-TERM WINS;

8. CONSOLIDATE GAINS AND PRODUCE MORE CHANGE;

9. ANCHOR THE NEW WAYS OF DONG THINGS IN THE COMPANY’S CULTURE;

10. MONITOR PROGRESS AND ADJUST THE VISION AS REQUIRED.

 EMPLOYEE CAREER DEVELOPMENT PLAN

EMPLOYEE: POSITION:
MANAGER: DEPARTMENT:
DATE OF APPRISAL:

1. WHAT IS THE NEXT LOGICAL STEP UP F0R THIS EMPLOYEE, AND WHEN DO YOU THINK
HE/SHE WILL BE READY FOR IT?

2. WHAT IS THE HIGHEST PROBABLE PROMOTION WITHIN FIVE YEARS?

3. WHAT DOES THIS EMPLOYEE NEED TO PREPARE FOR PROMOTION?

KNOWLEDGE:
ACTION PLAN

STILL TRAINING
ACTION PLAN

MANAGEMENT TRAINING
ACTION PLAN
 ROLE IN CAREER DEVELOPMENT
INDIVIDUAL:

ACCEPT RESPONSIBILITY FOR YOUR OWN CAREER;

ASSESS YOUR INTEREST, SKILLS, AND VALUES;

SEEK OUT CAREER INFORMATION AND RESOURCES;

ESTABLISH GOALS AND CAREER PLANS;

UTILIZES DEEVELOPMENT OPPORTUNITIES;

TALK WITH YOUR MANAGER ABOUT YOUR CAREER;

FOLLOW THROUGH ON REALISTIC CAREER PLANS.

MANAGER:

PROVIDE TIMELY PERFORMANCE FEEDBACK;

PROVIDE DEVELOPMENT ASSIGMENT AND

SUPPORTS;

PARTICIPATE IN CAREER DEVELOPMENT

DISCUSSIONS;

SUPPORT EMPLOYEE DEVELOPMENT PLANS.

ORGANIZATION:

COMMUNICATE MISSION, POLICIES, AND

PROCEDURES;

PROVIDE TRAINING AND DEVELOPMENT

OPPORTUNITIES;

PROVIDE CAREER INFORMATION AND CAREER

PROGRAMS;

OFFER A VARIETY OF CAREER OPTIONS.

 WHY DO WORKERS ORGANIZE?

1. BETTER WORKING CONDITIONS OR TO GET MORE PAY.

2. RECEIVE SIGNIFICANTLY MORE HOLIDAYS, SICK LEAVE,

UNPAID LEAVE, INSURANCE PLAN BENEFITS, LONG TERM
DISABILITY BENEFITS, AND OTHER VARIOUS BENEFIT.

3. INCREASING WORKLOAD, MOUNTING INJURIES, INADEQUATE

RETIREMENT BENEFITS.

4. LOW MORALE, FEAR OF JOB LOSS, ARBITRARY MANAGEMENT

ACTIONS.
 WHAT DO UNIONS WANT?

A. UNION SECURITY

1. CLOSED SHOP;

2. UNION SHOP;

3. AGENCY SHOP;

4. OPEN SHOP;

5. MAINTENANCE OF MEMBERSHIPS ARRANGEMENT.

B. IMPROVE WAGES, HOURS, AND BENEFITS FOR MEMBER

 WHAT MANAGER SHOULD DO
(FORE):

1. FACTS;

2. OPINION;

3. RULES;

4. EXPERIENCE.
 THE PROCESS OF UNION DRIVE AND
ELECTION

1. INITIAL CONTACT;

2. OBTAINING AUTHORIZATION CARDS;

3. HOLD A HEARING;

4. THE CAMPAIGN;

5. THE ELECTION.
 ROLE OF MANAGER:

MANAGER MAY NOT DO (TIPS):

1. THREATEN;

2. INTERROGATE;

3. PROMISE;

4. DON’T SPY.
 HUMAN RESOURCES PROFESSIONALS MUST BE CAREFUL TO DO THE
FOLLOWING DURING UNION ACTIVITIES AT THEIR COMPENIES

1. WATCH WHAT THEY SAY.

2. NEVER THREATEN WORKERS.
3. DON’T TELL UNION SYMPATHIZER.
4. DON’T INTEROGATE WORKERS.
5. DON’T WORKERS TO REMOVE UNION SCREE SAVERS.
6. DON’T TRANSFER WORKERS ON THE BASIS OF UNION AFFILIATION.
7. DON’T WORHERS HOW THEY ARE GOING TO VOTE.
8. DON’T WORKERS ABOUT UNION MEETING.
9. DON’T PROMISE WORKERS BENEFITS, PROMOTIONS, OR ANY ELSE IF
THEY VOTE AGAINST THE UNION.
10. AVOID BECOMING INVOLVED-IN ANY WAY-IN THE DETAILS OF THE
UNION’S ELECTION.
11. DON’T GIVE FINANCIAL AID OR ANY SUPPORT TO ANY UNIONS.
 THE COLLECTIVE BARGAINING PROCESS

”THE PROCESS TO WHICH REPRESENTATIVES OF

MANAGEMENT AND THE UNION MEET TO
NEGOCIATE A LABOUR AGREEMENT.”
 HOW TO DEAL WITH FAIL BARGAINING:

1. SURFACE BARGAINING;
2. INDEQUATE CONCESSIONS;
3. INADEQUATE PROPOSALS AND DEMANDS;
4. DILATORY TACTICS;
5. IMPOSING CONDITIONS;
6. MAKING UNILATERAL CHANGES IN CONDITIONS;
7. BYPASSING THE REPRESENTATIVE;
8. COMMITING UNFAIR LABOR PRACTICES DURING
NEGOTIATION;
9. WITHBOLDING INFORMATION;
10. IGNORING BARGAINING ITEMS.
 BARGAINING ITEMS
1. VOLUNTARY (OR PERMISSIBLE) BARGAINING ITEMS
ITEMS IN COLLECTING BARGAINING OVER WHICH
BARGAINING IS NEITHER ILLEGAL NOR MANDATORY-NITHER
PARTY CAN BE COMPELLED AGAINTS ITS WISHES TO NEGOTIATE
OVER THOSE ITEMS.

2. ILLEGAL BARGAINING ITEMS

ITEMS IN COLLECTIVE BARGAINING THAT ARE FORBIDDEN
BY LAW: FOR EXAMPLE, A CLAUSE AGREEING TO HIRE “UNION
MEMBERS EXCLUSIVELY” WOULD BE ILLEGAL IN A RIGHT-
TO- WORK STATE.

3. MANDATORY BARGAING ITEMS

ITEM IN COLLECTIVE BARGAINING THAT A PARTY MUST
BARGAIN OVER IF THEY ARE INTRODUCED BY THE OTHER
PARTY-FOR EXAMPLE, PAY.
 BARGAINING ITEMS

MANDATORY PERMISSIBLE ILLEGAL

RATES OF PAY INDEMNITY BOND CLOSED SHOP

AGES MANAGEMENT RIGHTS AS TO UNION SEPARATION OF EMPLOYEE

AFFAIRS BASED ON RACE
HOURS OF EMPLOYMENT
PENSION BENEFITS OF RETIRED DISCRIMINATROY
OVERTIME PAY EMPLOYEE TREATMENT
SHIFT DIFFERENTIALS
HOLIDAYS SCOPE OF THE BARGAING UNIT
VACATIONS
SEVERANCE PAY INCLUDING SUPERVISORS IN THE
CONTRACT
PENSIONS
INSURANCE BENEFITS
ADDITIONAL PARTIES TO THE
PROFIT-SHARING PLANS CONTRACT SUCH AS THE
IDUL FITRI BONUSSES INTERNATIONAL UNION

COMPANY HOUSING, MEALS, USE OF UNION LABEL

AND DISCOUNTS
SETTLEMENT OF UNFAIR LABOR
EMPLOYEE SECURITY CHANGE
JOB PERFORMANCE
UNION SECURITY PRICES IN CAFETARIA

MANAGEMENT-UNION CONTINUANCE OF PAST CONTRACT

RELATIONSHIP MAMBERSHIP OF BARGAINING TEAM
EMPLOYMENT OF STRIKE
DRUG TESTING OF EMPLOYEE BEREAKER
 BARGAINING STAGES

1. EACH SIDE PRESENTS ITS DEMANDS.

2. THERE IS REDUCTION DEMANDS.

3. THE PARTIES FORM JOINT SUBCOMMMITTEES TO TRY

TO WORK OUT RESONABLE ALTERNATIVE.

4. THE PARTIES REACH AN INFORMAL SETTLEMENT.

5. ONCE EVERYTHING IS IN ORDER, THE PARTIES FINE-
TUNE AND SIGN A FORMAL AGREEMENT.
 BARGAINING HINTS

1. BE SURE TO SET CLEAR OBJECTIVES FOR EVREY BARGINING ITEM, AND BE SURE YOU
UNDERSTAND THE REASON FOR EACH.
2. DO NOT HURRY.
3. WHEN IN DOUBT, CAUCUS WITH YOUR ASSOCIATE.
4. BE WELL PREPARED WITH FIRM DATA SUPPORTING POSITION.
5. ALWAYS STRIVE TO KEEP SOME FLEXIBILITY IN YOUR POSITION.
6. DON’T CONCERN YOURSELF JUST WITH WHAT THE OTHER PARTY SAYS AND DOES, FIND OUT
WHY.
7. RESPECT THE IMPORTANCE OF FACE SAVING FOR OTHER PARTY.
8. BE ALERT TO REAL INTENTIONS OF OTHER PARTY.
9. BE A GOOD LISTENER
10. BUILD A REPUTATION FOR BEING FAIR BUT FIRM.
11. LEARN TO CONTROL YOUR EMOTIONS AND YOU THEM AS ATOOL.
12. AS YOU MAKE EACH BARGAINING MOVE, BE SURE YOU KNOW ITS RELATIONSHIP TO ALL
OTHER MOVES.
13. MEASURE EACH MOVE AGAINST YOUR OBEJTIVES.
14. PAY CLOSE ATTATION TO THE WORDING OF EVERY CLAUSE NEGOTIATED.
15. REMERBER THAT COLLECTIVE BARGAINING IS A COMPROMISE PROCESS,
16. TRY TO UNDERSTANG PEOPLE AND THEIR PERSONALITIES.
17. CONSIDER THE IMPACT OF PRESENT NEGOTIATIONS.
 IMPASSES, MEDIATION, AND STRIKES

IMPASSE IS A COLLECTIVE BARGAINING SITUATION THAT OCCURS WHEN THE PARTIES ARE NOT
ABLE TO MOVE FURTHER TOWARD SETTLEMENT, USUALLY BECAUSE ONE PARTY IS DEMANDING
MORE THAN THE OTHER WILL OFFER.

MEDIATION IS INTERVENTION IN WHICH A NEUTRL THIRD PARTY TRIES TO ASSIST THE PRICIPALS IN
REACHING AGREEMENT. (THIRD PARTY)

FACT FINDER IS A NEUTRAL PARTY WHO STUDIES THE ISSUES IN A DISPUTE AND MAKES A PUBLIC
RECOMMENDATION FOR A REASONABLE SETTLEMENT. (THIRD PARTY)

ARBITRATION IS THE MOST DEFINITIVE TYPE OF THIRD-PARTY INTERVENTION, IN WHICH THE

ARBITRATOR USUALLY HAS THE POWER TO DETERMINE AND DICTATE THE SETTLEMENT TERMS.

STRIKE:
ECONOMIC STRIKE RESULT FROM FAILURE TO AGREE ON THE TERMS OF CONTRACT.
UNFAIR LABOR PRACTICE STRIKE TO PROTEST ILLEGAL CONDUCT BY THE EPLOYEER.
WILDCAT STRIKE IS AN UNAUTHORIZED STRIKE OCCURING DURING THE TERM OF A CONTRACT.
SYMPATHY STRIKE OCCURS WHEN ONE UNION STRIKES IN SUPPORT OF THE STRIKE OF ANOTHER
UNION.
PICKETING IS HAVING EMPLOYEE CARRY SIGNS ANNOUNCING THEIR CONCERNS NEAR THE EMPLOYER’S PLACE OF
BUSINESS.
 MINIMIZE CONFUSION

1. PAY ALL STRIKING EMPLOYEES WHAT YOU OWE THEM ON THE FIRST DAY OF
STRIKE.
2. SECURE THE FACILITY.
3. NOTIFY ALL CUSTOMERS AND ALL PERSON WHO WILL HAVE TO CROSS THE PICKET
LINE. (ESTABLISH ALTERNATIVE METHODS OF OBATAINING SUPPLIES.)
4. MAKE ARRANGEMENTS FOR OVERNIGHT STAYS IN THE FACILITY AND FOR
DELIVERED MEALS IN CASE THE OCCASION WARANTS SUCH ACTION.
5. NOTIFY THE LOCAL UNEMPLOYMENT OFFICE OF YOUR NEED FOR REPLACEMENT
WORKERS.
6. PHOTOGRAPH THE FACILITY BEFORE, DURING, AND AFTER PICKETING. (IF
NECESSARY INSTALL VIDEOTAPE EQUIPMENT AND DEVICES TO MONITOR PICKET
LINE MISCONDUCT.)
7. RECORD ALL FACTS COCERNING STRIKERS’ DEMEANORAN ACTIVITIES AND SUCH
INCIDENTS AS VIOLENCE, THREATS, MASS PICKET, PROPERTY DAMAGE, OR
PROBLEMD. REDCORD THE POLICE RESPONSE TO REQUEST FOR ASSISTANCE.
8. GATHER THE FOLLOWING EVIDANCE: NUMBERS OF PICKET AND THEIR NAME,
TIME, DATE, AND LOCATION OF PICKETING; WORDING ON EVERY SIGN CARRIED BY
PICKET, AND DESCRIPTIONS OF PICKET CARS AND LISCENSE NUMBER.
 PENSION PLANS

PENSIONS PROVIDE INCOME TO INDIVIDUALS IN THEIR

RETIREMENT.

PENSION PLANS: PLANS THAT PROVIDE A FIXED SUM WHEN

EMPLOYEE REACH A PREDETERMINED RETIREMENT AGE OR WHEN
THEY CAN NO LONGER WORK DUE TO DISABILITY.

DEFINED BENEFIT PENSION PLAN: A PLAN THAT CONTAINS A

FORMULA FOR DETERMINING RETIREMENT BENEFITS.

DEFINED CONTRIBUTION PENSION PLAN: A PLAN IN WHICH THE

EMPLOYER’S CONTRIBUTION TO EMPLOYEES’ RETIREMENT
SAVING FUNDS IS SPECIFIED.
 SEVERAL KEY POLICY ISSUES FOR
MANAGER:

1. MEMBERSHIP REQUIREMENT

2. BENEFIT FORMULA

3. PLAN FUNDING

4. INVESTING