Study Guide - Themes On Supervision and Leadership in A Changing World

College of Business Administration
Graduate School
GERH 6030
University of Puerto Rico

Mayaguez Campus
First Semester 2012-2013
Study Guide - Themes on Supervision and Leadership in a Changing World

CHAPTER 8 - How to Interview and Select Employees
I.
A.
B.
Why Be Careful About Who You Hire?

Why careful selection is important
1.
Careful testing and screening leads to improved employee and organization
performance.
2.
Your own performance always depends on your subordinates.
3.
Screening can help reduce dysfunction behaviors.
4.
Effective screening is important because it is costly to recruit and hire employees.
5.
Careful selection is important because of the legal implications of incompetent
selection.
Basic employee selection concepts
1.
Reliability of employment tests-the consistency of scores obtained by the same
person when retested with identical tests
2.
Validity-does this test support what it is supposed to measure?
3.
Protecting the candidates rights-the right to the confidentiality of the test results
and the right to informed consent regarding the use of these results
II.
Types of Selection Tests

A.
Tests of cognitive and mental abilities
1.
Intelligence test (IQs)-measures a range of abilities including memory, vocabulary,
verbal fluency, and numeric ability
2.
Aptitude tests-aim to measure the applicants aptitudes for the job in question
B.
Tests of motor and physical abilities
1.
The Stromberg Dexterity Test will measure finger dexterity and reaction time.
C.
Measuring personality-personality tests measure basic aspects of an applicants
personality, such as introversion, stability, and motivation. (See Figure 8-5)
D.
Interest inventories-compare ones interests with those of people in various
occupations
E.
Achievement tests-measure what a person has learned and abilities such as typing
or welding
F.
Situational judgment tests-designed to assess an applicants judgment regarding a
situation encountered in the workplace
G.
Management assessment centers-supervisory candidates take tests and make
decisions in simulated situations, and observers score them on their performances.
1.
In-basket
2.
Leaderless group discussion
3.
Individual presentations
III.
How to Interview Job Candidates

A.
Introduction
1.
A selection interview is a selection procedure designed to predict future job
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B.
C.
D.
IV.
performance on the basis of applicants oral responses.

How useful are interviews?
1.
Situational questions yield a higher average validity than do behavioral questions.
2.
Structured interviews are more valid than unstructured interviews for predicting job
performance.
How to avoid common interviewing mistakes
1.
Snap judgments-do not draw conclusions too early.
2.
Negative emphasis-jumping to conclusions
3.
Not knowing the job-not knowing what the job entails means that you will not know
what sort of candidate is best suited for it
4.
Pressure to hire-being under pressure to hire undermines an interviewers
usefulness.
5.
Candidate order error-the order in which you see applicants affects how you rate
them.
6.
Nonverbal behavior-how the applicant looks and acts will influence how you rate
them.
Steps in conducting an effective interview
1.
Step 1-Before starting, know the job.
2.
Step 2-Structure the job.
3.
Step 3-Get organized.
4.
Step 4-Establish rapport.
5.
Step 5-Ask questions. (See figure 8-8)
6.
Step 6-Close the interview.
7.
Step 7-Review the interview.
Background Checks and Other Selection Techniques

A.
How to conduct effective background investigations and reference checks
1.
What to verify-legal eligibility for employment, dates of prior employment, military
service, education, and identification
2.
Collecting background information-verify applicants current position, salary, and
employment dates. Check commercial credit rating companies and online
databases for background information.
3.
Check social networking sites such as Facebook.
4.
Reference check mine field-handled correctly, background checks are inexpensive
and straightforward, but legal problems can ensue.
B.
How to spot dishonesty
1.
Suggested ways to spot dishonesty
a)
Ask blunt questions.
b)
Listen rather than talk.
c)
Check all references.
d)
Check for drugs.
e)
Conduct searches.
f)
Use caution.
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2.
Polygraph tests-grave doubts about the polygraphs accuracy led to the signing of
the Employer Polygraph Protection Act of 1988 into law
3.
Paper-and-pencil honesty testspsychological tests designed to predict job
applicants proneness to dishonesty
C.
Other methods of screening applicants
1.
Tapping friends and acquaintances-tapping the opinions of people you trust who
have direct personal knowledge of the candidate
2.
Physical exams-they can unearth any medical limitations to take into account in
placing the applicant
3.
Drug screening-while most employers use drug testing, it is flawed; they cannot
measure impairment or addiction.
4.
Complying with immigration law-under the Immigration Reform and Control Act of 1986, people
must prove that they are eligible to be employed in the United States; caution is advised in conforming to
this law.
CHAPTER 9 - Training and Developing Employees
I.
Orienting and Training Employees

A.
Why is orientation important?
1.
In addition to giving new employees the basic background information they need
to do their jobs, orientation also starts the process of socializing the new employee
into the companys way of doing things.
B.
Types of orientation programs
1.
Orientation programs range from brief introductions to lengthy formal programs.
This function may be performed by the HR specialist, the supervisor, and the
introduction of the person to his or her new colleagues.
C.
Using technology in orientation
1.
New employees may be provided with URLs or disks containing discussions of
corporate culture, videos of corporate facilities, and welcoming addresses from top
managers.
II.
The Training and Development Process

A.
What is training?
1.
Training is giving new or present employees the skills they need to perform their
jobs. Training is a hallmark of good supervision.
2.
Steps in the training process:
a)
Step 1-analysis
b)
Step 2-instructional design
c)
Step 3-implementation
d)
Step 4-evaluate (assess the programs success)
B.
Determining training needs
1.
Assessing new employees training needs usually involves task analysis
breaking the jobs into subtasks and teaching each to the new employee.
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2.
C.
III.
Determining current employees training needs must involve performance analysis.

a)
Performance analysis is verifying that there is a performance deficiency
and determining how to rectify the deficiency through training or
motivation.
3.
Competency models are used to summarize training needs and compile the
competencies that are crucial for executing the job.
Training and motivation
1.
The moral is training is futile if the trainee lacks the ability or motivation to benefit
from it.
Training Techniques
A.
On-the-job training
1.
The most familiar type of on-the-job training is the coaching or understudy method.
This type of training may also include job rotationthe employee moves from job
to job at planned intervals.
2.
The four-step procedure for creating a simple on-the-job training program:
a)
Step 1-review the job description.
b)
Step 2-develop a task analysis record form (see Table 9-1).
c)
Step 3-develop a job instruction sheet (see Table 9-2).
d)
Step 4-train the employee.
3.
Informal learning-it is estimated that as much as 80% of what employees learn on
the job they learn through informal means, performing their jobs in collaboration
with their colleagues.
4.
Apprenticeship training is a structured process by which individuals become skilled
workers through a combination of classroom instruction and on-the-job training at
the direction of a master craftsperson.
B.
Off-the-job training
1.
Behavior modeling-involves showing trainees the right way of doing something
including practice and feedback regarding each trainees performance.
2.
Vestibule training-a technique in which trainees learn on the actual or simulated
equipment they will use on the job but receive their training off the job.
3.
Audiovisual learning techniques include: tradition correspondence courses,
videoconferencing, and Internet-based classes.
4.
Computer-based trainingtrainee uses computer-based system to increase his or
her knowledge or skills interactively
5.
Simulated learning may include such experiences as: virtual reality games,
animated guides, scenarios, role-play, and interactive software training.
6.
Training via the Internet including: videos, lectures, PowerPoint presentations, or
sophisticated simulations (may also be conveyed through learning portals as part
of a companys intranet)
7.
Mobile trainingon-demand learning delivered via mobile devices like cell phones,
laptops, and iPhones wherever and whenever the learner wants to access it.
8.
Virtual classroom-special collaboration software enables remote learners using
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C.
their PCs or laptops to participate in live audio and visual discussions.

Training for special purposes
1.
Literacy training techniques-a program to overcome functional illiteracy (the ability
to do basic reading, writing, and arithmetic)
2.
Lifelong learning-providing employees with continuing learning experiences over
their tenure with the firm
IV.
Supervisory Training and Development Programs

A.
Supervisors need and benefit from training
1.
These programs typically include in-house programs such as course, coaching,
and rotational assignments.
B.
Supervisory on-the-job training
1.
Job rotation-moving supervisors from department to department to broaden their
understanding of all parts of the business
2.
Coaching/understudy method-the new supervisor receives ongoing advice, often
from the person he or she is to replace
3.
Action learning-letting supervisors work full time on real projects
C.
Supervisory off-the-job training
1.
Case study method-presents a trainee with a written description of an
organizational problem to analyze, diagnose, and present his or her findings and
solutions
2.
Business games-computerized games in which trainees compete in groups with
others in a simulated marketplace
3.
Outside programs and seminars-the selection of short (one to three day) training
programs for purpose of special training needs of supervisors
4.
University-related problemsmany colleges and universities provide several types
of supervisor training and development activities.
5.
In-house development centerscombine classroom learning with other training
techniques
V.
Understanding Organizational Change Programs

A.
Introduction
1.
Companies and units within them always have to change, and this change usually
reaches all the way to the supervisory level where most changes must be
implemented.
B.
Levins process for overcoming resistance
1.
Step 1-unfreezing
2.
Step 2-moving; develop new employee behaviors
3.
Step 3-refreezing
C.
Eight-step process for implementing a change
1.
Establish a sense of urgency.
2.
Mobilize commitment to change.
3.
Create a guiding coalition.
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D.
4.
Develop a shared vision.
5.
Communicate the vision.
6.
Remove barriers to the change.
7.
Create short-term wins.
8.
Monitor progress, and adjust as required.
Organizational development
1.
Organizational development is a special approach to change in which you use the
employees themselves to diagnose and formulate the change that is required, and
implement it.
2.
Action research is the basis for most organization development type efforts. It
involves gathering data and developing a team-plan solution.
3.
Team building refers to special organizational development activities aimed at
improving the effectiveness of teams at work.
4.
Sensitivity training seeks to accomplish increasing interpersonal sensitivity.
VI.
Evaluating the Training and Development Effort

A.
Controlled experimentation
1.
The ideal method to use in evaluating a training program
B.
Training effects to measure
1.
Reaction
2.
Learning
3.
Behavior
4.
Results
VII.
Career Management
A.
Introduction
1.
Developing employees is also dealing with employee career-development issues.
B.
Career terminology
1.
Career-occupational position a person holds over the years
2.
Career management-a process for enabling employees to better understand and
develop their career skills
3.
Career development-a series of activities that contribute to a persons career
fulfillment
C.
The employees role
1.
Identify your occupational orientation.
2.
What do you want to do?Sometimes there is no good substitute for actually
trying a variety of jobs.
D.
The employers role in career management
1.
Provide development initiatives:
a)
Provide each employee with a career development budget.
b)
Offer on-site career centers.
c)
Provide career-planning workshops.
2.
The supervisors role
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a)
b)
c)
Support subordinates career development needs.

Schedule regular performance appraisals.
Build your mentoring skills.
CHAPTER 10 - Using Motivation and Incentives

I.
What Supervisors Should Know About Individual Behavior

A.
Introduction
1.
Behavioral differences reflect what psychologists call the law of individual
differencespeople differ in personalities, abilities, self-concept, values, and
needs. (See Figure 10-1)
B.
Personality and behavior
1.
Personality is defined as the characteristic and distinctive traits of an individual
and the way the traits interact to help or hinder the adjustment of the person to
other people and situations.
2.
Basic traits include: extraversion, emotional stability, agreeableness,
conscientiousness, and openness to experience.
3.
Personality is measured by the Myers-Briggs Type Indicator (MBTI).
C.
Abilities and behavior
1.
Performance=Ability X Motivation
2.
Types of abilities include:
a)
Thinking abilities
b)
Mechanical abilities
c)
Psycho motive abilities
d)
Visual skills
D.
Perception and behavior
1.
Perceptions are the ways our personalities and experiences cause us to intercept
them.
2.
Stereotyping-tendency to stereotype people according to age, gender, race, or
national origin
E.
Attitudes and behavior
1.
An attitude is a tendency to respond to objects, people, or events in either a
positive or a negative way.
2.
Job satisfaction is an evaluative judgment about ones job.
II.
Need-Based Approaches to Motivation

A.
Introduction
1.
A motive is something that incites a person to action.
2.
Needs are motives which go unnoticed until proper conditions bring them forth.
3.
Aroused motives are motives that express themselves in behavior.
B.
Maslows Needs-Hierarchy Theory
1.
Physiological needs-basic needs
2.
Security needs-safety needs
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C.
D.
3.
Social needs-having friends
4.
Self-esteem needsstatus, recognition, and achievement
5.
Self-actualization needsfulfillment of potential
Herzbergs Hygiene-Motivator Theory
1.
Divides Maslows hierarchy into lower-level (physiological, safety, and social)
needs and higher-level (ego and self-actualization) needs
2.
This theory states that the hygiene factors (working conditions, salary, and
supervision) do not motivate.
3.
The higher-level needs are motivator factors (opportunities for achievement,
recognition, responsibility, and challenge).
Needs for achievement, power, and affiliation-David McClelland agrees with
Herzberg.
1.
Need for achievement-people with high needs to achieve have predispositions to
strive for success.
2.
Need for power-people with strong needs for power want to influence others.
3.
Need for affiliation-people with strong needs for affiliation are highly motivated to
maintain strong, warm relationships with other people.
III.
Process Approaches to Motivation

A.
Introduction
1.
Process approaches explain how motivation arises in terms of the decision-making
process.
B.
Adams Equity Theory
1.
Adams Equity Theory assumes that people have a need to be treated fairly at
work.
2.
Equity theory states that how people react at work depends on how they are paid.
C.
Lockes Goal Theory of Motivation
1.
Goal theory assumes that people are motivated to achieve their goals.
2.
This theory suggests that setting goals is a simple, effective way to motivate
employees.
D.
Vrooms Expectancy Theory
1.
Vrooms theory says that a persons motivation to exert some level of effort is a
function of the persons expectancy that his or her effort will lead to performance.
2.
Without an expectancy that effort will lead to performance, no motivation will take
place.
IV.
Learning/Reinforcement Approaches
A.
Introduction
1.
Learning is a relatively permanent change in a person that occurs as a result of
experience.
B.
B.F. Skinner and operant behavior
1.
The process of operant conditioning attempts to strengthen the association
between the contingent reward and operant behavior.
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C.
V.
Behavior modification
1.
Changing or modifying behavior through rewards or punishment that is contingent
on performance
Motivation in Action: Ten Methods for Motivating Employees
A.
Set goals
1.
Assign goals which are specific, measurable, challenging, and encourage
participation.
B.
Use pay for performance and incentives
1.
Pay for performance refers to any compensation method that ties pay to the
quantity or quality of work the person produces.
C.
Improve merit pay
1.
Merit raise-a salary increase, usually permanent, based on individual performance
D.
Use recognition
1.
Recognizing an employees contribution is a simple and effective way to motivate
employees.
E.
Use positive enforcement
1.
Any formal organization program aimed at improving employee performance
F.
Use behavior management
1.
Types of reinforcement
a)
Positive reinforcement
b)
Extinction-withhold
c)
Negative reinforcement
d)
Punishment-adding something undesirable to change behavior
2.
The schedule of reinforcement
a)
Variable
b)
Continuous
G.
Empower employees
1.
Giving employees some degree of control over their jobs (See Table 10-2)
H.
Enrich the job
1.
Job enrichment is making a job more interesting and challenging.
2.
Use job design to manipulate the number and nature of activities in a job.
I.
Use skill-based pay
1.
Employers pay employees for their skills and knowledge, rather than for the jobs
they currently perform.
J.
Provide lifelong learning
1.
A formal, usually companywide effort aimed at making sure employees have the
skills they need to work effectively throughout their careers

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CHAPTER 12 - Coaching and Communicating Skills for Leaders
I.
Why there is more to communicating than just talking

A.
Introduction
1.
Misunderstandings, semantics, or even fear can distort the meaning of what
people think you are trying to say.
B.
The communication process
1.
The communication process includes six main components:
a)
Information source
b)
Signal
c)
Transmission
d)
Destination or receiver
e)
Noise
f)
Feedback (See Figure 12-1)
C.
Noise: barriers to effective communication
1.
Ambiguous, muddled messages
2.
Semantics
3.
Physical barriers
4.
Loss of transmission
5.
Failing to communicate
6.
Competition barriers
7.
Not listening (need active listening skills)
D.
Nonverbal communication
1.
People draw conclusions about who you are and what you mean from your
manner of speaking, facial expressions, and posture.
2.
Culture and diversitythe non-verbal aspect of communication complicates the
task of communicating with people from different cultures. Gestures have different
meanings in different cultures.
E.
Psychological barriers include:
1.
Perceptual barriersmisconceptions ruin communications.
2.
Experiential barrierspeoples experiences affect how they perceive things.
3.
Emotional barriersan angry person may ignore the most persuasive argument.
4.
Defensiveness barriersdefenses are adjustments people make, often without
thinking.
II.
How to Improve Interpersonal Communication

A.
Introduction
1.
Tasks that require interpersonal communication (communication between two
people fill a supervisors day)
B.
Guidelines for improving interpersonal communications
1.
Make yourself cleardo not garble the initial message.
2.
Be consistentmake sure your tone, expression, and words send a consistent
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meaning.
Consider the distractionsphysical conditions will rarely be perfect. Deliver
important messages under relatively tranquil conditions.
4.
Confirm message receivedfeedback will allow you to confirm and reconfirm an
important message.
5.
Do not attack the persons defense; no one likes being criticized. The normal
reaction is to mount a defense.
6.
Be an active listener; active listening is taking steps to listen, not just to what the
speaker says, but to understand and respond to the feelings behind the words.
a)
Listen for total meaning.
b)
Reflect feelings.
c)
Note all cues.
d)
Give the person your full attention.
e)
Show that you are listening with an open mind.
f)
Encourage the speaker to give complete information.
How to be more persuasive
1.
How to be unpersuasive
a)
Ignore
b)
Do not listen
c)
Overwhelm
d)
Resist
e)
Argue
2.
How to be more persuasive
a)
Establish your credibility.
b)
Persuade based on common ground.
c)
Connect emotionally.
d)
Provide evidence.
e)
Use PowerPoint whenever it is available.
f)
Have the person make a commitment active, public, and voluntary.
How to improve your negotiating skills
1.
Four ways to hurt negotiations
a)
Neglecting the other sides problems
b)
Letting price overwhelm other interests
c)
Being preoccupied with searching for common ground
d)
Neglecting the best alternative to a negotiated agreement
2.
Negotiating guidelines
a)
Leverageusing necessity, desire, competition, or time which can help or
hinder the negotiator
b)
Credibilitypeople on the other side know that you are not bluffing.
c)
The need for good judgment
3.
C.
D.
III.
Communicating Upward and Downward

A.
Introduction
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1.
B.
C.
A supervisor is often described as the man or woman in the middle. He or she is

the go-between relaying your bosss instructions downward and your employees
concerns upward.
How to encourage upward communication
1.
Informal steps
a)
Hold social gatherings.
b)
Hold regular meetings.
c)
Use performance appraisals.
d)
Grievances provide insights.
e)
Attitude surveys
f)
Suggestion systems
g)
Open door policy
2.
Formal steps
a)
Employee hotlines
b)
Employees appraise their supervisors.
Improving downward communication
1.
Open-book managementsharing the firms financial data with employees
2.
Dealing with rumorsusually a result when employees lack information and are
likely to speculate
a)
One way to head off rumors is to share information with employees.
IV.
Coaching and Mentoring Employees

A.
Introduction
1.
Coaching means educating, instructing, and training subordinates.
2.
Mentoring is advising, counseling, and guiding.
B.
Building your coaching process skills
1.
What is the problem?some situations do not require coaching.
2.
Preparationunderstand the problem, the employee, and their skills.
3.
Discussionengage the employee, and formulate a plan of action.
4.
Active coachingwith agreement, start the actual coaching sessions.
5.
Follow-upcheck that your employee is still on track. (See Figure 12-3)
V.
Using Other Important Communications Media

A.
Guidelines for written work
1.
Supervisors have to put their ideas in writing all the time.
a)
Get to the point.
b)
Make sense.
c)
Back up your assertions.
d)
Write for your audience.
e)
Readability
f)
Use common language.
g)
Use graphic aids.
h)
Write with conviction.
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B.
Guidelines for making presentations

1.
Guidelines for supervisors to make presentations as tension-free and effective as
possible:
a)
Know your audience.
b)
Achieve rapport quickly.
c)
Use notes if necessary.
d)
Speak up.
e)
Look at your listeners.
f)
Look interesting.
g)
Strong ending
C.
Electronic mail
1.
Using your employers email system properly
a)
Know your employers rules.
b)
Think before you hit the send key.
c)
Be professional.
d)
Respond quickly.
D.
Work group support systems
1.
Work group support systems are technology-based systems that make it easier for work-group
members to work together. (See Figure 12-2)
CHAPTER 13 - Appraising and Managing Performance
I.
The Performance Appraisal Cycle

A.
What is performance appraisal and management?
1.
Performance appraisal is the evaluation of an employees performance relative to
his or her performance standards.
2.
Performance management is the continuous process of identifying, measuring,
and developing the performance of individuals and teams and aligning their
performances with the organizations goals.
B.
Why appraise performance?
1.
Most employers still base pay promotion and retention decisions on appraisals.
2.
Appraisals play an integral role in the performance management process.
3.
Appraisal lets you and subordinates develop a plan for
correcting deficiencies.
4.
Appraisals should serve a useful career planning purpose.
5.
Appraisals identify employees training and development needs.
C.
The importance of continuous feedback
1.
Aligning the employees efforts with the jobs standards should be a continuous
process. Employees want to know what they are doing right or wrong.
D.
Specifying employees goals
1.
Assigned goals should be specific, measurable, attainable, relevant, and timely.
E.
Supervisors role in appraising performance
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1.
The supervisor usually does the actual appraising; therefore, they must be familiar
with appraisal techniques in order to conduct appraisals fairly.
II.
Tools for Appraising Performance

A.
Graphic rating scale method
1.
A graphic rating scale lists traits and a range of performance for each trait. (See
Figure 13-3)
2.
Traits measure along generic job dimensions such as communication, teamwork,
and quality, or you appraise the jobs actual duties.
B.
Forced distribution method
1.
The forced distribution method is similar to grading on a curve.
C.
Critical incidents
1.
With the critical incident method, you keep a log of positive and negative examples
(critical incidents) of a subordinates work-related behavior.
D.
Behaviorally anchored rating scales (BARS)
1.
A behaviorally anchored rating scale is an appraisal tool that anchors a numerical
rating scale with specific examples (critical incidents) of good or poor performance.
(See Figure 13-8)
E.
Management by objectives (MBO)
1.
You appraise your subordinate based on how well he or she achieved the goals
that you and he or she set.
F.
Computerized and web-based performance appraisal
1.
These systems enable supervisors to keep computerized notes on subordinates
during the year and then merge them into a performance appraisal.
III.
Appraisal in Practice
A.
Who should do the appraising?
1.
Usually the employees direct supervisor since he or she is in the best position to
evaluate the subordinates performance
2.
Peer appraisalswith more firms using self-managing teams, these types of
appraisals have become popular.
3.
Rating committees usually contain the employees supervisor and two or three
other supervisors.
4.
Self-ratingemployees usually rate themselves higher than by supervisors or
peers; caution is advised in using this method.
5.
Appraisal by subordinatesmany employers let subordinates rate their
supervisors performances.
6.
360-degree feedbackratings are collected from supervisors, peers,
subordinates, and internal or external customers.
V.
Appraisal Problems and How to Handle Them

A.
Potential appraisal issues
1.
Introductionappraisals that rely on rating scales are susceptible to several
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problems
Unclear standards
Halo effectthe influence of a raters general impression on ratings of specific
persons qualities.
4.
Central tendencyrating all employees averages
5.
Leniency or strictnessrating subordinates consistently high or low
6.
Recency effectsletting what the employee has done recently blind you to what
his or her performance has been over the year
7.
Biassome biased appraisals are based on the raters personality.
Five guidelines for holding effective appraisals
1.
Know the problem.
2.
Use the right appraisal tool.
3.
Keep a diary.
4.
Get agreement on a plan.
5.
Be fair.
Appraisals and the law
1.
Inept appraisals can cause legal problems for the employer.
2.
Guidelines for a legally defensible appraisal (See Figure 13-11)
2.
3.
B.
C.
V.
The Appraisal Interview and Taking Corrective Action

A.
Types of appraisal interviews:
1.
Satisfactorypromotable
2.
Satisfactorynot promotable
3.
Unsatisfactory but correctable
4.
Unsatisfactory but uncorrectable
B.
How to conduct the appraisal interview
1.
Five main factors to keep in mind when conducting the interview:
a)
Preparation is essential.
b)
Talk in terms of objective work data.
c)
Do not get personal.
d)
Encourage the person to talk.
e)
Get agreement.
C.
Taking corrective action
1.
Know how to criticize a subordinatelet the persona maintain his or her dignity.
2.
Know how to handle a defensive subordinatedenial, anger, and aggression.
3.
Know how to handle a formal written warningmay shake up the employee and
provide a documented record of your appraisal
VI.
Using Performance Management

A.
What is performance management?
1.
Performance management is the continuous process of identifying, measuring,
and developing the performances of individuals and teams and aligning their
performances with the organizations goals.
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B.
Using performance management

1.
Such a program typically contains the following elements:
a)
Direction sharing
b)
Goal alignment
c)
Ongoing performance monitoring
d)
Ongoing feedback
e)
Coaching and developmental support
f)
Rewards, recognition, and compensation
CHAPTER 14 - Supervising Ethics, Fair Treatment, and Discipline at Work

I.
Treating Subordinates Fairly

A.
The Effects of Workplace Unfairness
1.
Employees of abusive supervisors are likely to report lower job and life satisfaction
and higher stress.
2.
Mistreated employees exhibit more workplace deviance.
B.
Why treat employees fairly?
1.
Treating people fairly relates to a wide range of positive employee outcomes
including:
a)
Enhanced commitment
b)
Satisfaction
c)
Organizational citizenship
C.
What causes unfair behavior?
1.
Some supervisors are not cut out for the job.
2.
Supervisors who see themselves as treated unjustly tend to be abusive toward
subordinates.
D.
Supervisors fairness guidelines
1.
Involve employees in the decisions.
2.
Make sure everyone involved understands why final decisions are made.
3.
Make sure that everyone knows up front by what standards you will judge him or
her.
II.
Understand the Role of Ethics at Work

A.
What are ethics?
1.
Ethics are the principles that something is good or bad, right or wrong, and better
or worse.
2.
Morality is societys highest accepted standards of behavior.
3.
Why study ethics?everything supervisors do has ethical consequences.
B.
What determines ethical behavior at work?
1.
It has been found that there is no smoking gun determining ethical behavior.
2.
Some people are inclined to make unethical decisions.
3.
Some ethical dilemmas are ripe for unethical choices.
4.
Some environments will foster unethical choices.
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C.
What can your subordinate, you, and your employer do to boost chances that
everyones decisions will be ethical?
1.
The employee can shoulder much of the credit (or blame) for ethical choices.
2.
The supervisor, by setting a good example, can observe much less misconduct.
Supervisors can create the right organizational culture, appraise fairly, and use fair
reward and disciplinary systems.
3.
The employer can create an ethics core to memorialize the standards to which the
employer expects its employees to adhere. The employer can also enact a
whistleblower policy.
4.
Selectionthe organization can hire more ethical people.
5.
The employer can create an ethics training program which is mandatory.
III.
Managing Employee Discipline and Privacy

A.
Introduction
1.
The purpose of discipline is to encourage employees to adhere to rules and
regulations. Discipline is necessary when an employee violates a rule.
B.
Basics of a fair and just disciplinary process
1.
Clear rules and regulationspoor performance is not acceptable.
C.
Discipline without punishment
1.
Punishment tends to gain short-term compliance, but not the long-term
cooperation employers often prefer.
2.
Steps in the punition disciple:
a)
Issue oral reminder.
b)
Issue a formal reminder the second time.
c)
Give a paid one-day leave.
d)
After that time, purge the file.
D.
Employee privacy
1.
Invasions of privacy are neither ethical nor fair.
E.
Employee monitoring
1.
Over half of employers monitor their employees email, phone lines, and websites.
a)
The electronic communications privacy act (ECPA) protects against
invasion of privacy.
IV.
Managing Dismissals
A.
Dismissal
1.
Dismissal is the most drastic disciplinary step the employer can take.
B.
Termination at will
1.
Termination at will is the employee or employer terminating the employment
relationship without a contract.
C.
Wrongful discharge
1.
There are protections against wrongful discharge when the employer fails to
comply with contractual arrangements including employee manuals.
D.
Grounds for dismissal
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1.
E.
F.
G.
H.
I.
Unsatisfactory performancepersistent failure to perform assigned duties or to

meet prescribed job standards
2.
Lack of qualifications-employees inability to do the assigned work
3.
Changed requirements of the jobinability of employee to do job after the
employer changed the nature of the job
4.
Misconducta deliberate and willful violation of the employers rules including
stealing, rowdy behavior, or insubordination
a)
Insubordination is a form of misconduct referring to disobedience and/or
rebelliousness.
Fairness in dismissals
1.
Employee was given full explanation for the termination, and the employer
followed a multi-step procedure (progressive).
Security measures
1.
Use of a checklist to ensure that dismissed employees return all keys and
company property
Personal supervisory liability
1.
Ways to avoid personal liability:
a)
Know employment-related laws.
b)
Follow company policies and procedures.
c)
Use consistent application of the rules.
d)
Allow employee to present his or her side of the story.
e)
Do not act in anger.
f)
Utilize the human resources department for advice.
The termination interview
1.
Guidelines for interview
a)
Plan the interview carefully.
b)
Get to the point.
c)
Describe the situation.
d)
Listen.
e)
Review elements of severance package.
f)
Identify the next step.
Bumping/Layoff procedures
1.
A layoff refers to having some employees take time off with the expectation that
they will come back to work.
2.
A layoff is not a termination which is permanent.
3.
Bumping procedures allow employees to use their seniority to remain on the job.
This procedure is usually based on a contractual obligation.
CHAPTER 15 - Supervising Grievances and Labor Relations

I.
Do Unions Matter?
A.
Introduction
1.
Around 12.4% of the men and women working in this country belong to unions.
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2.
B.
C.
D.
E.
II.
Many are still blue-collar workers, but doctors, psychologists, and government
office workers are joining unions.
Why do workers organize?
1.
Research shows that employees turn to unions at least partly because they seek
protection against the employers whims.
What do unions want? What are their aims?
1.
Union securityunions seek to establish the right to be the exclusive bargaining
agent for all employees in the five types of union security that are possible.
a)
Closed shopthe company can hire only current union members.
b)
Union shopthe company can hire non-union people, but they must join
the union after a prescribed period and payment of dues.
c)
Agency shopemployees who do not belong to the union still must pay
an amount equal to union dues.
d)
Maintenance of membershipemployees do not have to belong to the
union, but union members must maintain membership in the union.
2.
Right to worka provision banning the requirement of union membership as a
condition of employment
The AFL-CIO
1.
The American Federation of Labor and Congress of Industrial Organizations is a
voluntary federation of about 56 national and international unions.
Unions and the law
1.
Norris-LaGuardia (1932)each employee has the right to bargain collectively free
of restraint.
2.
Wagner Act (1935)banned certain unfair labor practices and created the
National Labor Relations Board (NLRB) to enforce these provisions
3.
Taft-Hartley Act (1947)prohibited the unions from unfair union labor practices
a)
Unions banned from restraining employees from their bargaining rights.
b)
Unfair for union to cause an employer to discriminate against an employee
c)
Union must bargain in good faith with the employer.
d)
Union cannot engage in featherbedding.
4.
Landrum-Griffin Act (1959)the aims were to protect union members from
possible wrongdoing by their own unions.
What the Supervisor Should Know About the Union Drive and Election
A.
Basic steps in the process
1.
Step 1: Initial contactthe union sizes up the employees interest in organizing
and establishes an organizing committee.
2.
Step 2: Obtaining authorization cardsin order for the union to petition the NLRB
for the right to hold an election, it must show that enough employees may be
interested in organizing.
3.
Step 3: Hold a hearing to show enough evidence to hold an election.
4.
Step 4: The campaigna period which precedes the election in which both the
union and the employer appeal to employees for their votes
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B.
5.
Step 5: The electiona secret ballot election directed by the NLRB
The supervisors role
1.
Supervisors are an employers first line of defense when it comes to the unionizing
effort.
2.
Supervisors do not want to be involved in unfair labor practices which could cause
the NLRB to hold a new election or forfeit the second election.
3.
Supervisors are directed not to threaten, spy, interrogate, or make promises to
employees.
III.
What to Expect During the Collective Bargaining Process

A.
What is collective bargaining?
1.
To bargain collectively is requiring both management and labor to negotiate wage,
hours, terms, and conditions of employment in good faith.
B.
What is good faith?
1.
Both parties communicate and negotiate, match proposals with counterproposals,
and make every reasonable effort to arrive at an agreement.
C.
The negotiating team
1.
Both the management and union teams have done their homework to prepare for
bargaining.
D.
Bargaining items
1.
See Table 15-1 which presents some of the 70 or so mandatory bargaining items.
E.
Bargaining stages
1.
Impasse occurs when the parties are not able to move further toward settlement.
2.
Mediation is a neutral third party who tries to assist the principles in reaching
agreement.
3.
Arbitration is a third party intervention with the power to dictate the settlement
terms.
4.
Striking is the withdrawal of labor.
5.
Corporate campaignan organized effort by the union that exerts pressure on the
employer, their shareholders, corporate directors, customers, or creditors.
F.
The contract agreement
1.
A 20-30 page document which contains general declarations of policy or detailed
rules and policies
G.
How to handle grievances
1.
The contracts grievance procedure provides an orderly system which helps
determine whether some action violated the contract (involves interpretation only).
2.
Sources of grievances
a)
Absenteeism
b)
Insubordination
c)
Plant rulesemployee handbook
3.
The grievance procedure (See Figure 15-4)
IV.
What is Next for Unions?

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A.
Why the union decline?

1.
Unions traditionally appealed mostly to blue-collar workers who have been on the
decline for the past 60 years.
2.
Globalization increases competition and increases pressures on employers to cut
costs and boost productivity (deregulation and outsourcing).
3.
New union tactics replace the secret ballot elections with a card check system and to unite whole
industries to bargain with one union.
CHAPTER 16 - Protecting Your Employees Safety and Health
I.
Why is Safety Important?

A.
Introduction
1. Workplace accidents in the U.S. cause over 3.8 million occupational injuries and
illnesses per year.
B.
The employers role in safety
1. A good safety record is partly due to an organizational commitment to safety.
2. What top management can doemployers should institutionalize top managements
commitment with a safety policy and publicize it.
3. What the supervisor can dosafety inspections should always be part of the
supervisors daily routine.
II.
What Supervisors Should Know About Occupational Safety Law (OSHA)

A.
Introduction
1. The Occupational Safety and Health Administration Law (OSHA) was passed in 1970
with a main purpose to set and enforce the safety and health standards for almost all
workers in the U.S. The Department of Labor enforces these standards.
B.
OSHA standards and record keeping
1. OSHA operates under the general standard clause that employers will furnish to each
employee a place of employment free of recognized hazards.
2. Employers with 11 or more employees must maintain records of and report certain
occupational injuries and occupational illnesses (See Figure 16-3).
C.
Inspections and citations
1. OSHA enforces its standards through inspections and citations if necessary. The
inspection is usually unannounced.
2. Inspection priorities use the worst-first approach with imminent dangers being
highest.
3. Supervisor inspection guidelines
a) Initial contactcheck inspectors credentials.
b) Opening conferenceestablish focus and scope of inspection.
c) Walk-around inspectionaccompany the inspector.
D.
Responsibilities and rights of employers and employees
1. Employers are responsible for providing a safe workplace, and employees are
responsible for complying with all applicable OSHA standards.
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III.
What Causes Accidents?

A.
Unsafe conditions are the main cause of accidents including:
1. Poorly guarded equipment
2. Defective equipment
3. Hazardous procedures
4. Unsafe storage
5. Improper illumination
6. Improper ventilation
B.
Danger zones
1. The most serious accidents usually occur by metal and woodworking machines and
saws or around transmission machinery.
C.
What causes workers to act unsafely?
1. Employee misconduct, poor working conditions, and improper training cause an
employee to behave in an unsafe manner.
2. Some workers may just be accident-prone.
IV.
How Employers and Supervisors Can Prevent Accidents

A.
Accident prevention boils down to two basic activities: reducing unsafe conditions
and reducing unsafe acts.
1. Reducing unsafe conditions to identify and remove potential hazards
2. Personal protective equipmentthe re-engineering of and moving of unsafe
conditions is the long-term goal; use personal protective equipment in the mean time.
3. Reducing unsafe acts through careful screening of new employees
4. Reducing unsafe acts through training (especially new employees)
5. Reducing unsafe acts through motivation: posters, incentives, and positive
reinforcement
6. Use employee participation.
7. Conduct safety and health audits and inspections.
B.
The supervisors role in controlling workers compensation costs
1. Before the accidentstart controlling workers compensation claims before the
accident happens; take all the safety steps described (See Figure 16-1).
2. After the accidentbe supportive and proactive; provide first aid, get medical
attention, and show interest.
C.
Workplace health hazards
1. Chemicals and industrial hygienerecognition of possible exposed hazards,
evaluation of how severe the hazard is, and the control phase (eliminating or reducing
the hazard)
2. Asbestos exposurea major concern as one of four major sources of occupational
respiratory diseases
3. Infectious diseasesto prevent their entry or spreading in the workplace
4. Alcoholismeffects can be severe including work decline, absenteeism, on-the-job
accidents, and the potential endangerment of other employee
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5.
Substance abusescreening out abusers is the first line of defense. Current

employees with this problem may face disciplinary action, discharge, in-house
counseling, or referral to an outside agency.
6. Dealing with stress, burnout, and depression
a) Stressfor the employer, consequences include diminished performance,
absenteeism, and turnover. For the employee, consequences include anxiety,
depression, anger, heart disease, and accidents.
b) Burnoutthe total depletion of physical and mental resources caused by
excessive striving to reach an unrealistic work-related goal
c) Depressiona serious problem at work; depressed people tend to have worse
safety records.
7.
What supervisors should know about violence at workviolence against employees
is a huge problem at work. Steps which can reduce workplace violence include:
a) Heightened security measures
b) Improved employee screening
c) Paying attention to red flags at work
d) Dealing with angry employees
e) Dismissing violent employees (caution advised)
D.
Setting up a basic security program and installing:
1.
Natural securityfacilities architectural features like unlit spots in parking lot
2.
Mechanical securitysystems like locks, alarms, access control and surveillance
systems
3.
Organizational securityusing effective supervision to improve security; including proper training
and motivation of security staff
GERH 6030: Study Guide Themes on Supervision and Leadership in a Changing World
Last Review: 12/05/2012, Carmen I. Figueroa, Ph.D.
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