Instructor Solution Manual For Understanding Human Resources Management A Canadian Perspective, 2nd

Instructor Solution Manual For Understanding Human Resources Management A Canadian Perspective, 2nd Edition Melanie Peacock Eileen B. Stewart Monica Belcourt

Chapter 1-11

CHAPTER 1: Exploring Why HRM Matters

Consider using MindTap for this book to help engage your students and improve outcomes.

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ESSENTIAL OUTCOMES The purpose of this chapter is to acquaint students with the importance of human resources management (HRM) to the achievement of organizational objectives. As well, this chapter stresses that students should be interested in learning about HRM, as at some point in their careers they will be employees and/or managers and/or business owners.

This chapter describes what HRM is, why it is important to study, and the relationship of HR professionals with managers. It discusses how people can be a source of competitive advantage, the competitive challenges facing firms, and the concerns of employees themselves. Students are made aware of some of the important efforts that both large and small companies are undertaking to develop and use the talents of their employees, as well as the changes taking place at work in Canadian society.

LEARNING OUTCOMES After studying this chapter, students should be able to 1

Define human resources management (HRM).

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2

Identify HRM systems, practices, and policies.

3

Explain the importance of HRM to all employees.

4

Discuss the relationship between a manager and an HR professional.

5

Describe current business topics and their impact on HRM.

6

Outline demographic considerations.

7

Describe key employee expectations.

8

Illustrate the link between business strategy and HRM strategy.

KEY CONCEPTS      

Definition of human resources management (HRM) HRM systems, practices, and policies The partnership of managers and HR professionals Current business topics impacting HRM Employee expectations Linking business and HRM strategy

STUDENT MOTIVATION Many students are working, and those that aren’t will eventually work when they graduate. This work could involve being employed by an organization and/or being a manager within an organization and/or starting their own business. Students need an understanding of the systems, practices, and policies that organizations use to attract, keep, and motivate employees. The chapter is foundational for the other chapters within the textbook. Through current examples and stories, students will learn about HRM in Canadian companies.

Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING Based on student experience, or the experience of their parents, people believe that HRM is about hiring and paying employees. Each chapter strives to enable the student to understand that the success of any business is the way in which the employees are dealt with—from the time the employee is recruited until the employee leaves the organization. Through in-class activities and © 2023 Cengage Learning Canada, Inc.

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out-of-class work, students can learn that HRM is much more than an administrative function and that it actually helps an organization achieve its strategic goals.

ENGAGEMENT STRATEGIES Ways of engaging students at the outset of class: 1. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

2. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

3. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

The following relates to LO 1: 

Discussion: Ask students to provide their definition of human resources management.

You will want to compare student responses to the textbook definition.

The following relates to LO 2: 

Discussion: Review Figure 1.1 and ask students to identify their experiences with any of the HR processes, including whether they understood that this was part of HRM.

The following relates to LO 3 and LO 4: 

Discussion: Review Figure 1.2 and ask students if any are working, or have worked, and what experiences they’ve had with other employees, managers, and HR professionals.

You may want to conclude with a comment reinforcing the relationship between managers and HR professionals.

The following relate to LO 5: 

Discussion: Referring to At Work with HRM 1.1, spend some time discussing the critical thinking questions. Depending on your geographical location, there may be other impacts from the global economy on your area. For example, Ontario’s economy has been heavily dependent on manufacturing, which has suffered huge losses for several years. Alberta is heavily dependent on oil production, which has also suffered. As an alternative, you may wish to have students bring in an article from your local newspaper that discusses a local business being affected by global competition.



Discussion: Ask students to share any personal experiences with friends or relatives who have been directly impacted by recent economic uncertainty. Remind students that © 2023 Cengage Learning Canada, Inc.

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organizations react differently during difficult economic times. You might also wish to create a debate on the question: Have firms overreacted by laying off people? You may also want to engage students in a discussion about layoffs that occurred due to COVID-19. 

Facilitate: Ask students to read HRM and the Law 1.1, and then facilitate a discussion of the critical thinking questions. Was there consensus on the questions?



Activity: If your classroom is equipped with Wi-Fi, invite students to access one of the websites listed in Toolkit 1.1 and discuss findings.



Discussion: Ask students about their experiences with working or learning from home, particularly due to COVID-19. This will assist in further understanding the pros and cons of telecommuting.



Discussion: Ask students to discuss any of their experiences with improving quality and/or customer service. Probe students on what they believe has worked or on what the organization could have done differently to make the process better for the people involved.



Discussion: Referring to At Work with HRM 1.2, read about the various quality initiatives. Then, use the critical thinking question to assess how students feel about using a variety of ways to improve organizational performance.



Discussion: Review Figure 1.3 with students and ask them to consider those skills in relation to what skills they think they have. Do students generally feel that they have those skills or not?

The following relate to LO 6: 

Discussion: Ask students their opinion on the items in Figure 1.4, and ask them to share their own experiences at work with different age groups.

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One-minute paper: Assign students to read At Work with HRM 1.3 and respond to critical thinking question #1.

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Discussion: Encourage students to discuss employment conditions as they exist today for working parents, and what steps employers and the larger society could take to accommodate them.

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Discussion: Ask students to forecast the employment options that will be available in the next five years. How will this change from current situations, and what will be the HR impact on organizations?

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

Invitation: Using Ethics in HRM 1.2, engage students in a conversation on workplace ethics. Determine what students’ expectations are in relation to ethical behaviour—either in the classroom or at work.

The follow relates to LO 7: 

Discussion: Ask students to list their top five expectations from an employer. Students can then share their ideas with one another and compare responses.

The following relates to LO 8: 

Activity: Ask students to identify companies that have achieved success or a competitive business advantage from the knowledge, skills, and abilities of the employees, or whose product or service relies heavily on them. Get students to explain their choices.

ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a class ask students to summarize the key points from the lesson.

REFLECTION ON TEACHING 1.

2.

3.

4.

5.

6.

What worked? What didn’t?

Were students engaged? Were they focused, or did they go off on tangents?

Did my assessments suggest that they understood the key concepts?

What could I do differently next time?

How can I gather student feedback?

How can I make this more relevant to students?

ADDITIONAL RESOURCES Opening Vignette This is a story about Dr. Terri Hewitt, CEO of Surrey Place. Dr. Hewitt describes the importance of achieving the company’s objectives through effective Human Resource Management. She describes a collaborative working relationship with HR and acknowledges that HR systems, practices, and policies help to bring the organization’s values to life.

Lecture Outline Learning Outcome #1 Discussion

Presentation Slides 5 – 6

Ask students about their experiences with Human Resources Management (HRM). Use the critical thinking questions posed on Slide #5 to stimulate this discussion. Typically, students © 2023 Cengage Learning Canada, Inc.

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think that HRM is about hiring and firing employees, and they do not realize that this work involves dealing with the life cycle of the employment relationship. Also, students should be made aware that they will be employees, managers (who are also employees) or entrepreneurs/business owners. Therefore, regardless of their work or specialization, knowledge of HRM will be integral to their performance and what they are able to achieve.

What Is Human Resources Management?

Simply put, human resources management, or HRM, is an integrated set of systems, practices, and policies in an organization that focuses on the effective deployment and development of its employees. It is important that these systems, practices, and polices are integrated to achieve organizational success. Using the words ―human resources‖ also signals that people are as important as other resources, such as money, materials, and information.

Learning Outcome #2 What Are the HRM Systems, Practices, and Policies?

Presentation Slide 7

There are a number of HRM systems, practices, and polices—traditional and emerging—that are addressed in the textbook. Review Figure 1.1 with students so that they can see the link between business challenges and HRM. Learning Outcome #3 Why Study Human Resources Management?

Presentation Slide 8

The answer to this question is much the same no matter what career a student chooses.

Organizations compete through people. Studying HRM gives students an understanding of the systems and processes needed to develop and utilize the talents and energies of employees.

Learning Outcome #4 Relationship between Managers and HR Professionals

Presentation Slides 9 – 11

Emphasize to students that managing people is the responsibility of the managers—not HR, and successful organizations are those that equip their managers with an understanding of good HRM practices by using the expertise of HR professionals. Addressing HR issues is rarely the responsibility of HR professionals acting alone. Instead, HR professionals work side by side with managers to address people-related issues of the organization and to ensure that the potential of the people is being fully used.

Explain that the manager is directly responsible for the effective performance of their employees.

The HR professional is responsible for assisting the manager in acquiring and using the best people practices. If the company has an HR unit, the HR professionals will play a greater role in top-management planning and decision making.

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Describe the structure in Figure 1.2 as a way of reinforcing the relationship.

Learning Outcome #5 Current Business Topics Impacting HRM

Presentation Slides 12 – 20

Even though ―The Great Recession‖ occurred some years ago, the global economy is still struggling, and it is important for students to understand the business context. COVID-19 resulted in further economic problems. HRM doesn’t operate in a vacuum and therefore must align with what is going on with the business. The Conference Board of Canada, the Society for Human Resource Management, and CPHR Canada study the most important trends and issues facing organizations and the impact on human resources. Reinforce the idea that large and small companies are equally affected, and that these trends are considerably different than they were several years ago. Further, it would be appropriate for you to gather key current business stories to share with students, and to explain what impact those stories have on organizations and their people.

Topic 1: Global Economy

Presentation Slides 12 – 13

Many companies are seeking business opportunities in global markets, but globalization is not just something of interest to large firms. Approximately 70 to 80 percent of the Canadian economy today is affected by international competition. This means that both small and large organizations are affected by the various trade agreements that help with the flow of goods and services around the world. This also means that competitors can be located anywhere.

Discussion Referring to At Work with HRM 1.1, spend some time discussing the critical thinking questions listed on Slide #13. Depending on your geographical location, there may be other impacts from the global economy on your area. For example, Ontario’s economy has been heavily dependent on manufacturing, which has suffered huge losses for several years, and Alberta is heavily dependent on oil production, which has also suffered. Encourage students to think about what kinds of skills employees in global companies would need. How does this differ from what skills employees need who work for a company that is only located in one place? This discussion can help to increase understanding of the complexities and value of various HRM systems, practices, and policies. As an alternative, you may wish to have students bring in an article from your local newspaper that discusses a local business that is being affected by global competition.

Student answers will vary to question 1. For question 2, answers will vary depending on the nature of the business. Possible skills that these employers require may include superb customer service capabilities, previous experience in the industry, ability to work in a team, and willingness to relocate to another country.

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Topic 2: Changes in Business Sectors and Firms

Presentation Slide 14

With Canada’s economy being dependent on natural resources, the decline in world prices for oil and minerals has impacted provinces such as Alberta and British Columbia.

Manufacutring in Ontario and Quebec still tends to be declining. When Target left Canada, over 17,000 people were laid off. Ethics in HRM 1.1 outlines key issues encountered when Sears Canada went bankrupt. Remind students that the Canada Revenue Agency has specific criteria regarding who may, and may not, be classified as an independent contractor.

Topic 3: Technology

Presentation Slide 15

Technology and quality continue to be major forces for change in organizations and HRM. Advancements in technology have enabled organizations to improve processes (both production

and administrative), reduce costs, and improve quality. With computer networks, unlimited amounts of data can be stored, accessed, and used in a variety of ways, from simple record keeping to controlling complex equipment. The effect is so dramatic that, at a broader level, organizations are changing the way they do business. Furthermore, it is important to remember the impact technology and the Internet have had on the way people work.

Specifically, people can live in 1 location and ―work‖ in another, including their own home. This is an opportunity to discuss telecommuting and students’ experiences of working and/or learning from home during COVID-19.

Topic 4: Quality Management

Presentation Slides 16 – 17

In meeting customer expectations, managers must focus on quality, innovation, variety, and responsiveness. Six Sigma is a statistical method of converting a customer’s needs into separate tasks and defining the best way to perform each task in concert with others.

ISO9000 and 14000 certification is another approach companies can use to improve performance. Benchmarking looks at the ―best practices‖ in other companies to assess whether something could be used in their organization to improve overall performance.

Refer to the textbook for some of the quality initiatives companies have used.

Discussion Referring to At Work with HRM 1.2, read about the various quality initiatives. Then, use the critical thinking question listed on Slide #17 to assess how students feel about using a variety of ways to improve organizational performance. Dive deeper into the subject to explore how it is much more than getting additional work from people, and how quality of products and services impacts the image/brand of the company, customer satisfaction, ongoing profitability and viability of the company, etc. Ask students to share if they have ever been involved in quality initiatives at work.

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Answers may vary. To answer this question, students need to do research on various quality initiatives, and give some thought to the evolution of improvement initiatives over time and the skills employers want in Figure 1.3.

Topic 5: Human Capital

Presentation Slide 18

―Human capital‖ is an overall term used to describe the value of knowledge, skills, and capabilities that may not show up on a company’s balance sheet but nevertheless have tremendous impact on an organization’s performance.

To build human capital, these organizations must ensure superior knowledge, skills, and experience within their workforce. Staffing and training are important in this regard. Goals that focus on competency development and developmental assignments are becoming valuable methods for sharing in the development of skilled individuals. Organizations have identified ―core competencies‖ that are carefully developed to ensure the firms have a competitive advantage. Also, performance management and reward systems help motivate employees and direct their skills in directions that benefit the organization. Likewise, the organizations ―manage the talent‖ by leveraging the competencies to achieve goals. Talent management also means that organizations look carefully at certain HR processes such as leadership development, succession planning, and professional development. Remind students that a manager must adopt a different style of managing if organizations are to get the best out of the people.

Learning Outcome #6 Topic 6: Demographics*

Presentation Slides 19 – 20

*Note: Information for this section has been taken from references listed within the textbook.

Please refer to specific citations for further information.

In addition to competitive challenges, managers need to be concerned about changes in the makeup and expectations of employees. Among the most significant challenges are the demographic changes occurring in Canada.

Emphasize that changes in employee backgrounds, age, gender, and education levels are important topics for discussion. They affect both the employees and the employer.

Diversity of backgrounds— According to a recent report by Statistics Canada, it is predicted that by 2036, 34 percent of the labour force will be foreign-born and over 20 percent will belong to a minority group. Most of the immigration is from Asia—a sharp contrast to immigration that occurred 50 years ago, which was primarily from European countries. Immigrants tend to settle in large urban areas, such as Toronto, Montréal, and Vancouver. It has also been predicted that by 2036, 1 person in 3 in the labour force will have been born outside of Canada.

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As well, organizations are seeking new and effective ways to bring more Indigenous people into the workforce. To assist with this, Indigenous Works has a mandate to advance the full labourmarket participation of Indigenous people. Employers such as RBC, Syncrude, and IBM Canada are actively involved in the council’s programs and as advocates to other employers.

Generations at work—The Canadian workforce is getting older. There are more individuals than ever in the older age brackets (ages 45 to 64), and fewer than ever in the younger brackets.

As well, many Canadians are working past age 65 according to the latest census data from Statistics Canada.

Skills and labour shortage—Certain industries call for skill sets that will see shortages: healthrelated occupations, skilled labour such as crane and tower operators, plumbers, and work that requires scientific and mathematical skills. Some industries are more affected by shortages than others. The Organisation for Economic Co-operation and Development (OECD) stresses the importance of making students better informed regarding the skills necessary to find work. The change in age distribution is creating shortages in certain sectors and occupations such as medical technicians, mining specialists, and plumbers.

Gender distribution of the workforce—According to Catalyst Research, in 2019, Canadian women aged 15 years and older represented nearly half (47.4 percent) of the labour force. As well, women were overrepresented (63.3 percent) in the public sector, but below parity (45.1 percent) in the private sector. Employers are under constant pressure to ensure equality for women with respect to employment, advancement opportunities, and compensation. These issues were further illuminated due to COVID-19, during which the majority of workers who have lost their jobs have been women. A study by the Royal Bank of Canada indicated that COVID-19 has put women’s participation in the labour force down to its lowest level in three decades and rebounding won’t be easy. These consequences have been termed a ―she-cession.‖ Rising levels of education—The educational attainment of the Canadian labour force has steadily risen over the years. According to the most recently available information from Statistics Canada, more than half of Canadians aged 25 to 64 had either college or university qualifications, up from 48.3 percent in 2006. As such, Canada continues to rank first among the OECD countries in the proportion of college and university graduates.

Discussion Review the information presented in Figure 1.4. Ask students about their experiences, both professionally and personally, that supports or contradicts the information presented. You may want to engage students in a discussion about the value of, and/or the danger of, defining people based upon their generation.

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Learning Outcome #7 Employee Expectations

Presentation Slide 21

Employee rights, ethics, and privacy—Federal and provincial laws grant employees the right to equal employment opportunity, union representation if desired, a safe and healthy work environment, a pension plan that is fiscally sound, equal pay for men and women performing essentially the same job, and privacy in the workplace. Mention to students that these issues are all addressed in detail in later chapters of the textbook. With the various business scandals in the last several years, employees are expecting that businesses operate ethically. The misuse of employee information is protected by the Personal Information Protection and Electronic Documents Act (PIPEDA). This law requires compliance on how an employer uses, collects, and discloses personal information.

Fulfilling and meangingful work—Employees in organizations are starting to define success in terms of personal self-expression, and desire a balance between the challenges and rewards of work with those of their personal lives.

Balancing work and family—Work and family issues are connected in social, economic, and psychological ways. ―Family-friendly‖ HR policies may include unconventional hours, daycare, part-time work, job sharing, pregnancy leave, parental leave, executive transfers, spousal involvement in career planning, assistance with family problems, and telecommuting. Remind students that with the aging population, more and more employees are becoming responsible for the care of aging parents, and many organizations are introducing programs to assist employees in balancing multiple demands.

Learning Outcome #8 Linking Business Strategy and HRM Strategy

Presentation Slides 22 – 23

There are many challenges facing people in today’s business environment. In order to effectively manage these challenges, organizations develop a business strategy to enable them to achieve a high level of performance. There is a distinction between corporate strategies (―What business should we be in?‖) and business strategies, which deal with how a particular business unit of the organization competes. But for organizations to be competitive, people in the organization need to be managed in a way that achieves the business strategy.

Highlight the relationship of a human resources management strategy to the overall business strategy. If there is not a careful link between HR practices and business objectives, the company may not be able to achieve its competitive advantage. Ultimately, this textbook will provide a set of frameworks for addressing both concerns. The success of most any company depends on balancing these sometimes competing demands.

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Definition of Human Resources Management Strategy

Presentation Slide 24

Development and implementation of HRM systems, practices, and policies that enable the human capital (employees) to achieve the business objectives.

Summary Presentation Slide 25

Discussion To bring the material presented in Chapter 1 to a close, ask students to think about 2 to 3 of their key learning objectives for the course, and ask for volunteers to share their responses with you and the class. Based upon the responses, link students’ comments to material that will be addressed throughout the course.

Emerging Trends Before moving on to the end-of-chapter materials, you may wish to review Emerging Trends 1.1 with students. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1.Dr. Hewitt states that HR has a big role to play in the strategic directions of Surrey Place.

What does she mean?

Business strategy helps to inform HR strategy. Effective HR Strategy helps to ensure that a company’s overall strategy can be successfully accomplished.

2. Dr. Hewitt notes that there must be trust between the CEO and HR. How can this be enhanced?

Trust can be enhanced through clear and continuous communication. Delivering expected results also enhances trust. Students may have a variety of responses based upon their own experiences.

3. What are 3 key HRM systems, policies, or practices that could be implemented to bring Surrey Place’s values to life?

Information contained in Figure 1.1 can be used to discuss the various HRM systems, policies, or practices and how each of these could be used at Surrey Place.

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4. What types of employment issues would Surrey Place have to deal with?

Why did you select these?

Surrey Place needs to hire people with a variety of skills and those that are service-oriented and want to delivery exceptional value to diverse customers. Skills-shortage and limitations within the labour market are possible concerns.

Critical Thinking Questions 1. List the reasons why you need to know about and understand HRM. Some of the key reasons are employees are impacted by the company’s practices; employees are paid for work and need to understand how employers make decisions about pay; employees have rights and need to understand their rights; employees need to know that employers make decisions about what skills are necessary to do work; and potential employees need to know how to access jobs.

2. You are a manager for a major chain of wine bars. What might your HR concerns be in attracting and retaining employees who understand the importance of the customer?

Your concerns might be determining an appropriate wage for servers in the industry, what is affordable, and how much influence you have on decision makers; amount and level of training; amount of coaching and support; and whether or not the person has previous experience.

3.What would the HR implications be if Canada’s immigration levels were to decline?

HR implications include not having enough employees to fill certain jobs, may need to pay higher wages to attract candidates, and may need to do more training so that Canadians have necessary skills.

4. List at least 3 pros and 3 cons of having a more diverse workforce. Can Canada compete better globally with our diverse population? Why? Pros include increasing access to different skill sets, ability to relate to a diverse client or customer base, creating an inclusive community, ability to bring different perspectives, and providing an opportunity for immigrants to become part of Canada.

Cons include potential for more work conflict due to different perspectives; higher costs in providing diversity training; some clients or customers may respond negatively to someone with a different background; and potential for individuals not really understanding or being willing to work under others.

When students respond to whether or not Canada can compete better in the global market with a diverse population, determine if there is a consensus and what were the reasons.

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Building Your Skills Exercises 1 and 2 are designed for use in class. Exercises 3 and 4 are intended for use outside of class, and results may be shared with classmates.

Exercise 4 - Sample website obtained through a database search: https://www.sciencedirect.com/science/article/pii/S1053482219302621?casa_token=EJi7rL_ZgE AAAAAA:MH_5lnyO5vO7yu2sBokoaQFB6nHzxRtrlkd_i2pegghgda3uYBRV3QyH4f_3tFAh6PIXaPF0Q

NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: Does HR Provide Any Value?

1. How do effective HRM systems, practices, and policies enable employees and employers to work toward the same goals?

They allow people to know what is expected of them. At the core, effective HRM systems, practices, and policies rely on transparent and clear communication. Effective HRM systems, practices, and policies support workers and enable them to achieve an organization’s strategic goals.

2. What can an organization do to ensure that its HR department plays a vital and effective role in its operations?

It is important that the top HR person in an organization is part of the senior management/ leadership team. This will ensure that HR ―has a voice‖ at the strategic and decision-making table. Hiring competent and qualified HR professionals will also help ensure that the HR department plays a vital role. Senior management must also believe in and support HR systems, practices, and policies.

3. What type of person should go into HR? Are there certain personality types best suited to this work?

Students will likely share a variety of perspectives. It is important to note that not one type of person is best suited for HR. Also, it is important to note that ―liking people‖ is not a good reason to choose a career in HR. Case Study 2: Thinking Outside the (Storage) Box 1.What issue should Darshan address first? Why? Students will have varied responses. Encourage students to tie their listed priorities to the concept of linking business strategy and HR strategy.

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2. What actions could be taken to help front-office employees enhance their working relationships?

Possible responses include a review of job requirements, development of job descriptions, training in conflict management and communication, as well as training on how to use the software.

3. Should the employee in the accounting office be allowed to work from home?

Why or why not?

Students will have a variety of answers. Use responses to discuss the pros and cons of remote work and encourage discussions based upon students’ experiences of working and/or learning from home during COVID-19.

4. Should the company downsize operations and hire people to work as independent contractors if and when business picks up? What are key considerations within this decision?

Students will have differing opinions and will share a variety of considerations. Use their responses to discuss the strategic considerations and the pros and cons of downsizing and hiring independent contractors. Review the importance of CRA criteria to determine if someone is in fact an independent contractor and not an employee.

Note: Cengage Canada has a critical role to play in providing quality, inclusive learning materials that empower progress. We believe in the power of diversity, equity, and inclusion to advance the way students learn inside and outside of the classroom. Research demonstrates that students who experience a sense of belonging in class more successfully make meaning out of, and find relevance in, what they encounter in learning content. To improve both the learning process and outcomes, our materials seek to affirm the fullness of human diversity that students bring to the classroom, including Indigenous and other racialized groups, and identities across spectrums of linguistic, age, ability, sexual, and gender diversity. We also actively strive for equity and inclusivity in content through the solicitation, promotion, recruitment, valuation, and incorporation of different views and experiences. Our efforts centre on recognizing and reducing implicit biases, being intentional in our learning design, and including diverse sources of scholarship and authorship.

Understanding Human Resources Management, Second Edition, highlights the power of human resources professionals to create lasting change in society by promoting inclusivity and diversity in the workplace, with a special focus on Indigenous Peoples in Canada. To ensure the accuracy in material and terminology, the text has been reviewed by an Indigenous scholar. We acknowledge that our work around diversity, equity, and inclusion is ongoing, and should you have any concerns regarding the language used within the Instructor Guide, please contact Ms. Alexis Hood, Sr. Portfolio Manager, Cengage Canada.

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CHAPTER 2: Operating Within the Legal Framework

Consider using MindTap for this book to help engage your students and improve outcomes.

MindTap is the platform that gives you complete control of your course—to craft personalized learning experiences that challenge students, build confidence, and elevate performance.

Access everything you need in one place.

Cut down on prep with MindTap’s preloaded, organized course materials. Teach more efficiently with interactive multimedia, assignments, quizzes, and more. And give your students the power to read, listen, and study on their phones, so they can learn on their terms, by downloading the Cengage Mobile App from the Apple or Google Play Stores.

ESSENTIAL OUTCOMES The purpose of this chapter is to provide students with an overview of the legal aspects of human resources management. The chapter discusses the various federal and provincial employment laws, and the impact of the laws and decisions of courts on the actions of all employees, but particularly supervisors and managers. Human rights legislation and the complaint process of alleged violations will also be reviewed. Managers in all types of organizations must be aware of the laws and court rulings in this area in order to carry out their jobs in a responsible manner.

And beyond the legislation, our society expects that employees be treated with respect, so following the law is actually good for business.

LEARNING OUTCOMES After studying this chapter, students should be able to 1

Explain the impact of laws on the behaviour and actions of managers.

2

Discuss the legal framework of HRM in Canada.

3

Describe discrimination and harassment in the workplace.

4

Outline the manager’s role in creating a work environment that is free from harassment and discrimination.

5

Identify the general types of employment laws in Canada. © 2023 Cengage Learning Canada, Inc.

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6

Explain the relationship between employment equity, diversity, and inclusion.

7

Discuss the concept of ethics in the management of human resources.

KEY CONCEPTS      

Identification of federal and provincial employment laws Discrimination and harassment in the workplace How managers help create positive work environments Employment equity Diversity Ethics

STUDENT MOTIVATION All organizations in Canada function under a legal framework. It is important for students to understand the laws that apply to work and employment.

Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING Students may be unfamiliar with legislation in general. Because there are a number of employment laws, both federally and provincially, that can impact organizations, students may have difficulty understanding how the laws interact. Students who have worked may have experienced a situation where the legality of the action was questioned and have reached certain conclusions. Through in-class activities and out-of-class work, students can become more familiar with employment laws and what these laws mean to them.

ENGAGEMENT STRATEGIES Ways of engaging students at the outset of class: 4. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

5. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

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6. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

The following relates to LO 1: 

Discussion: Ask students to provide any experiences they have had with a supervisor or manager at work that had a legal implication. Examples could be whether or not work provided overtime pay, whether they received vacation pay, or whether there was a situation of harassment or discrimination.

The following relates to LO 2: 

Activity: Using the information provided in Figure 2.1, ask students to name organizations in their city that would fall under the Canada Labour Code. Examples may include Bell Canada, Bank of Montreal, CN Railway, Port Authority of Quebec, Rogers, Canada Post Corporation, Manitoba Pool Elevators, Shaw Radio Ltd., Air Canada, WestJet, and the Canadian Armed Forces. In addition, ask students to name companies that they know in their local community that would be covered by provincial legislation.

McDonald’s, Tim Hortons, and Hudson’s Bay are examples of companies that are covered by provincial legislation. Probe students’ understanding of the legislation that affects them at their place of work. Determine if students know how to access information about relevant employment laws in their province.

The following relate to LO 3: 

Review: Using Figure 2.2, probe students on their understanding of discrimination and what that means in the workplace.



Facilitate: Many individuals, particularly women, continue to describe their experiences of sexual harassment in many different industries. Of particular note was the report issued in late 2020 regarding harassment of women in the RCMP. The report portrayed a ―toxic culture‖ that tolerated hateful, homophobic, and misogynistic attitudes.

Information from the following article could be used for facilitated discussion pertaining to this topic: https://www.hcamag.com/ca/companies/rcmp/120869



Discussion: Using the information in Ethics in HRM 2.1, ask students their opinions on whether the decision was ethical. This can also be set up as a debate, with one team arguing that the decision was ethical and another team taking the opposing view.



Discussion: Ask students to identify an example of a bona fide occupational qualification (BFOQ) that they feel may be justified for business requirements. Some examples can be safety-sensitive positions, such as good eyesight for airline pilots, lack of colour blindness for people who work with electrical wiring, and a certain proficiency in speaking French in Quebec. © 2023 Cengage Learning Canada, Inc.

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

Discussion: Ask students to read At Work with HRM 2.1, and then have students respond to the critical thinking question. Determine if there is a consensus on the answer and then ask students to explain their reasoning.

The following relate to LO 4: 

Discussion: Using At Work with HRM 2.2, have students work in small groups to answer the critical thinking question. Determine if there are any common themes or suggestions, and ensure that students understand the financial consequences of human rights violations.



Discussion: Use HRM and the Law 2.1 to probe students’ understanding of the impact of someone actively participating in behaviours that could be considered harassing.



Discussion: Ask students to bring a newspaper or magazine article highlighting the issue of either sexual or workplace harassment.



Also, determine if your college or university has a harassment policy and whether it applies to students. Discuss the implications of the policy on the student population.



One-minute paper: Ask students to develop a harassment policy and/or program by using the guidelines in Toolkit 2.1. Students will share their results with the entire class. You may also wish to use this as an opportunity to further discuss bullying and psychological harassment.

The following relate to LO 5: 

Discussion: Ask students to explain the general nature of each of the employment laws.



Activity: Have students select one of the employment practices detailed in Toolkit 2.2, and then conduct research to find a company that is currently using this practice.

The following relate to LO 6: 

Discussion: Referring to At Work with HRM 2.4, have students determine what else organizations could do to create an environment that supports diversity.



Invitation: Using Ethics in HRM 2.2, engage students in a conversation on workplace practices to enhance diversity.

The following relate to LO 7: 

Activity: Ask students to do an Internet search on ―business ethics stories,‖ and ask them to share a recent news item with the rest of the class.

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

Discussion: Ask students to provide a definition for ―whistleblowing‖ and determine if they’ve heard the word before; if so, ask students to describe the context in which they heard the word.

ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a class ask a student to summarize the key points from the lesson.

REFLECTION ON TEACHING 7. What worked? What didn’t?

8. Were students engaged? Were they focused or did they go off on tangents?

9. Did my assessments suggest that they understood the key concepts?

10. What could I do differently next time?

11. How can I gather student feedback?

12. How can I make this more relevant to students?

ADDITIONAL RESOURCES Opening Vignette Dr. Erika Ringseis, Commissioner with the Alberta Human Rights Tribunal and senior legal counsel for Inhaus Legal LLP in Calgary, explores the relationship between human resources and employment law.

Dr. Ringseis notes that ―We need employment legislation to set the parameters. Legislation sets the ground floor below which the organization cannot slip.‖ Beyond this, HR has a pivotal role in creating a holistic approach that moves an organization beyond compliance and ensures commitment, productivity, and engagement of people.

Lecture Outline Learning Outcome #1 Discussion

Presentation Slides 5 – 6

Using the question posted on Slide #5, ask students to provide any experiences they have had with a supervisor or manager at work that had a legal implication. Examples could be whether or not work provided overtime pay, whether they received vacation pay, or whether there was a situation of harassment or discrimination. This will help students to realize the importance of legal considerations pertaining to HRM. Impact on Managers Employment laws affect managers and what they are expected to do to successfully manage the people they are responsible for. Laws have been written to protect the employer and the employees. Besides addressing legal issues, laws can also be very emotional, such as human © 2023 Cengage Learning Canada, Inc.

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rights legislation. As a result, all employees, including supervisors and managers, need to be aware of their own personal biases.

Learning Outcome #2 The Legal Background of HRM

Presentation Slide 7

Explain to students that Canada has two sets of legislation: federal and provincial. Provide some examples of organizations that are covered only by federal legislation (such as banks and airline companies).

Federal Employment Laws

Presentation Slide 8

Describe the two primary laws that apply to federally regulated companies: the Canada Labour Code and Canadian Human Rights Act. Explain to students that the Labour Code covers basic employment conditions, labour relations, and health and safety matters, and that human rights legislation will be discussed in more detail later.

Explain that human rights legislation for federal companies is the Canadian Human Rights Act. Point out that the Canadian Human Rights Tribunal (CHRT) administers the act. Explain that the Canadian Human Rights Tribunal works like a court of law, but that it deals only with cases of discrimination. The Tribunal’s main goal is to ensure that the act is applied fairly and impartially. Suggest to students that they may wish to look at some of the decisions and cases handled by the Tribunal. This can be done by accessing the Tribunal’s website at www.chrttcdp.gc.ca.

Of increasing concern for managers and HR professionals is privacy legislation. There are 2 primary laws: 1 that applies to only federally regulated companies (e.g., banks, airlines) and 1 that extends the federal legislation to provinces and businesses within the provinces. These laws are the Personal Information Protection and Electronic Documents Act (PIPEDA) and provincial legislation commonly called the ―Personal Information Privacy Act.‖ These acts have a direct influence on how companies and managers handle employee information and the rights of employees regarding this information.

Human Rights Legislation (Federal and Provincial)

Presentation Slide 9

Describe to students that human rights legislation has far-reaching implications for employment conditions in all Canadian organizations. Reinforce that human rights legislation is paramount over other employment laws, and therefore decisions on human rights complaints can and do influence other employment decisions.

•

Explain that Human Rights legislation addresses the following key concepts, which will be explored in greater detail in the upcoming slides: Discrimination (intentional or

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unintentional), Bona fide occupational requirement, Reasonable accommodation, and Harassment.

Learning Outcome #3 Systemic Discrimination

Presentation Slides 10 – 11

Explain that the core of human rights legislation is prohibiting discrimination. Use Figure 2.2 to determine the name and coordinates for the human rights agency in your province. You may wish to ask your students to determine which prohibited grounds exist in your province and compare them to the list found at the Canadian Human Rights Commission website, www.chrcccdp.ca.

Help students understand that discrimination can be intentional (or direct) (―only males, 5 feet 7 inches in height, will be hired‖) or unintentional (indirect), such as advertising job openings only in English-speaking newspapers.

Bona Fide Occupational Qualification (BFOQ)

Presentation Slide 12

Explain that in certain situations, employers are permitted to discriminate only if the employment preference is based on a bona fide occupational qualification (BFOQ). A BFOQ is justifiable discrimination based on business requirements, including safety needs.

Duty to Accommodate and Reasonable Accommodation

Presentation Slides 13 – 15

Describe for students that reasonable accommodation is another concept that has arisen from human rights decisions. Employers are expected to change the working environment in order to avoid charges of discrimination. While early accommodation decisions focused on people with disabilities, it can now encompass any of the prohibited grounds of discrimination. Explain that employers must demonstrate flexibility in meeting certain needs of employees and that employers are expected to exercise that flexibility to the point of ―undue hardship.‖ Discussion Referring to Ethics in HRM 2.1, spend time reviewing the critical thinking questions listed on Slide #15. Answers will vary. When answering this question, students should consider human rights legislation.

Harassment

Presentation Slides 16 – 17

Provide students with an understanding of workplace harassment by ensuring that they know and appreciate that harassment deals with behaviours that people in the workplace perceive as unacceptable. Explain that harassment is also against human rights legislation. Focus on your provincial human rights legislation and convey whether only sexual harassment or all forms of workplace harassment are covered, such as bullying. © 2023 Cengage Learning Canada, Inc.

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You can also use the Ontario Human Rights Code to illustrate definitions of sexual harassment.

Specifically, the code identifies: (1) when someone says or does things of a sexual nature that you do not want or welcome; (2) when a person who has authority or power to deny you something makes sexual suggestions or requests that you do not want or welcome; (3) when a person with authority or power to deny something punishes you, or threatens to do something to you, for refusing a sexual request.

You may also wish to reinforce that the concept of harassment has been broadened to include psychological harassment, more popularly known as ―bullying.‖ Probe your students about their experiences with bullying, especially when social media are involved.

Further explain that many organizations have developed harassment policies and programs to deal with harassment issues. Stress that for a harassment program to be successful, it must operate on the principles of confidentiality and zero tolerance.

Learning Outcome #4 Enforcement of Human Rights Legislation

Presentation Slide 18 – 19

Whether organizations are covered under federal or provincial human rights legislation, enforcement of the law is relatively similar. Agencies such as the Canadian Human Rights Commission or the Ontario Human Rights Commission have been created to deal with complaints concerning violations of the law. Explain that the legislation is complaint-driven, relying upon individuals to access the Commission with a formal complaint about discriminatory practices.

Use the flowchart in Figure 2.3 to guide students through the way complaints are finally determined.

Discussion Referring to At Work with HRM 2.2, spend time reviewing the critical thinking questions listed on Slide #19. This will allow for discussions about how discrimination and harassment can be lessened, and the roles of both employers and employees in ensuring that this happens.

Answers may vary. When answering question 1, students should consider their views on employers and how they might have been treated in a work environment.

For question 2, students should consider whether employers and employees may have different views of this. Do employers willingly eliminate discrimination and harassment, or do they only do so if forced by law?

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Learning Outcome #5 Presentation Slide 20

Employment Standards Legislation

Describe the range of obligations under employment standards legislation. As an extra exercise, you can have students access the website of their provincial legislation and explain what information is readily available.

Presentation Slide 21

Labour Relations Legislation

Explain to students that this legislation governs the conduct of trade unions and employers that are unionized. Inform students that all aspects of labour relations will be covered in Chapter 10.

Health and Safety Legislation and Workers’ Compensation

Presentation Slide 22

Introduce students to the concept of legislation governing health and safety in the workplace.

Also explain that employers can be required to continue paying an employee if the person is injured on the job. Remind students that this area will be explored further in Chapter 8.

Learning Outcome #6 Employment Equity

Presentation Slides 23 – 24

Explain that the federal government enacted legislation over 20 years ago to bring certain groups of people into the mainstream of Canada’s labour force. These groups—women, visible minorities, people with disabilities, and Indigenous Peoples—are considered disadvantaged in employment, and therefore the federal government passed laws to accelerate changes to match what was happening in Canada’s multicultural society. Some of the disadvantages include high unemployment and limited opportunity for career progress.

Pay Equity

Presentation Slides 25 – 26

Pay equity came about from a 1978 amendment to the Canadian Human Rights Act. Under this amendment, it is illegal for federally regulated employers to discriminate based on job requirements. Explain that pay equity means ―equal pay for work of equal value‖ and that it is based on two principles: (1) equal pay for equal work, (2) equal pay for similar or substantially similar work. The primary goal of pay equity is to eliminate the historical wage gap between men and women for similar work. Help students understand that it is difficult to find ways to value dissimilar work.

Diversity and Inclusion

Presentation Slides 27 – 30

Explain that diversity management addresses the need to create a fair work environment that will use the potential of a diverse Canadian workforce. Describe that diversity management is voluntary, broader, and more inclusive than employment equity. Diversity management includes religion, personality, lifestyle, and education—in short, treating everyone as individuals and © 2023 Cengage Learning Canada, Inc.

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recognizing the unique contributions that each person can make to the success of any organization.

Explain that it is important to link any diversity initiatives directly to business objectives and goals. Further, explain that it is important to include training as part of any diversity approach so that people can learn to work with and relate to each other as individuals. Conclude by identifying that success in diversity management requires an organizational culture that respects and values differences. Diversity, equity, and inclusion should be built into the DNA of a company. Let students know that company culture will be discussed in Chapter 3.

Discussion Referring to At Work with HRM 2.4, review the critical thinking question listed on Slide #30.

Ask students about their experiences working for, volunteering in, or patronizing organizations that do a good job of diversity and inclusion. Encourage discussions that link various HRM systems, procedures, and policies to enhanced diversity and equity.

Answers will vary. When preparing their answer, students should consider their responses to the questions in At Work with HRM 2.3 and their views on people generally.

Learning Outcome #7 Organizational Ethics

Presentation Slides 31 – 32

Review with students the definition of ethics and its applicability in a workplace. Ensure that students understand business ethics has gained much more prominence in the last 10 years as certain organizations were convicted of conducting business in a fraudulent way. Further, explain that the concept of whistleblowing also came into existence about the same time and is intended to provide a mechanism, particularly for employees, to report any wrongdoing by their employer.

Explain to students that throughout the textbook, they will be encouraged to review and discuss ethical issues relating to each specific topic/area with human resources management.

Summary Presentation Slide 33

Discussion To bring the material presented in Chapter 2 to a close, ask students to think about bona fide occupational qualifications for a post-secondary instructor. As this is a position that they are familiar with, it should be relatively simple for responses to be generated. Ask for volunteers to share their responses with you and the class. Based upon the responses, you can link students’ comments to the legal concepts learned throughout the chapter, probe about required accommodations, and further explore udue hardship.

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Emerging Trends Before moving on to the end-of-chapter materials, you may wish to review Emerging Trends 2.1 with students. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1. What does Dr. Ringseis say about employment legislation?

Dr. Ringseis says that employment legislation provides the framework for establishing organizational rules. Legislation is the ―ground floor below which the organization cannot slip.‖ 2. According to Dr. Ringseis, what has become fundamentally intertwined with legal aspects of an organization?

The human resources function ―has become fundamentally intertwined with legal aspects, but it is not just about strict compliance‖ with the law. Dr. Ringseis encourages an approach that provides holistic HR governance. Dr. Ringseis shares that ―The HR governance piece is broader than just law. It is about governing behaviour and what the rules, reasons and norms are for governing that behaviour.‖ 3. What example is used to bring issues linked to diversity, equity, and inclusion into organizational reality?

In order to bring issues linked to diversity and inclusion into organizational reality, Dr. Ringseis uses the example of implementing employment equity legislation within the workplace. ―When we set the ground rules at work, for something like employment equity, it requires us to track some demographics and report on numbers. This means that we are talking about diversity in a concrete way. We are held accountable for what the numbers mean, so that these are reflective of our society, in addition to having anti-discrimination and anti-harassment rules in place. The next step is not just to report on the numbers of harassment cases or women in certain roles. The true goal for all of this through the exposure to different people and perspectives, through the training and the normalization that comes with these practices, is that all of it will lead to inclusion. Dr. Ringseis stresses that it is HR’s role to be the lead until the practice of inclusion becomes the norm.‖

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4. What does an HR professional need in relation to the law?

HR professionals are not lawyers and should turn to support from these professionals. Dr. Ringseis notes that ―HR can’t be expected to advise on the law, but they should be expected to understand the law and understand their program of governance for the organization. It is important to be able to troubleshoot and recognize issues within the complex web‖ of multiple pieces of legislation. ―HR needs to know where and how to pull together information‖ from multiple sources based on legislated requirements ―that helps leaders be leaders and employees to get the answers that they need.‖ Critical Thinking Questions 1. Although people know that harassment and discrimination are illegal, why would an employee or potential employee be reluctant to complain?

An employee may be reluctant for fear of retaliation by the employer, including job loss, and a potential employee may fear a lost job opportunity. This is an opportunity to discuss the #MeToo movement, and surrounding issues, with students.

2. There is much concern about how people behave in the workplace and organizations use words such as ―respectful‖ to indicate how employees are to treat everyone. What does ―respectful‖ look like to you?

When answering, students should use action statements such as ―people talk politely to each other‖ or ―people look me in the eyes when asking me a question.‖ 3. You see a part-time job posting in your community, advertising for a cashier to work in a retail store that specializes in goods from Kenya and stating that people applying for the job must be from that country. Would being from a specific country be a justifiable BFOQ? Why or why not?

The person or organization seeking a cashier probably could not justify the requirement of being from a specific country. However, a justifiable BFOQ could be for the person to be fluent in the language if the store owners could prove that the majority of customers only spoke the language and could not communicate with the cashier in English.

4. A friend of yours has heard that you are taking a business course that focuses on human resources management and wants some help. Your friend, a parent of 2 small children, has learned that the daycare centre is changing its closing time from 6:00 p.m. to 5:30 p.m. Your friend’s work ends at 5:00 p.m., and it takes approximately 45 minutes to get to the centre. The organization at which your friend works has a large office complex with more than 1000 employees. Is this a case for reasonable accommodation? Why or why not?

The answer to the question is probably ―yes‖ due to the size of the organization and its ability to accommodate without undue hardship and that it would fit the prohibited ground of family status. Ensure that the students give reasons for their answers to justify whether they said yes or no, and to specify what is the prohibited ground(s).

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5. You are working in a physically demanding job and you’re interested in the health and safety protocols. Access the Canadian Centre for Occupational Health and Safety website (ccohs.ca) and review the various menus. Which were the most helpful and why?

Students will have a variety of responses. Encourage discussion that relates to topics covered in the chapter or that you discussed in class.

Building Your Skills Exercises 1 and 3 are designed for use in class. Exercises 2 and 4 are intended for use outside of class, and results may be shared with classmates.

Exercise 4 - Sample website obtained through a database search: https://link.springer.com/article/10.1007/s10551-018-4051-7

NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: This Isn’t Discrimination!

1. Are these incidences of discrimination? Why or why not?

These actions will likely be determined to be discriminatory as Summit is treating people differently based upon their gender, which is a protected ground.

2. What should be considered in this current investigation?

Considerations would include the ability to prove the allegations, if previous warnings had been provided, and if training has been provided to correct inappropriate behaviour. Students may have other suggestions as well.

3. If you were the senior management, what would you do?

Senior management has legal and ethical duties to follow up on these matters. Quick and thorough investigations must occur. Ongoing training, implementation or review of correct policies (refer to Toolkit 2.1), and clear communication of behavioural expectations should occur. Students could discuss the possibility of terminating Summit’s employment since this appears to be an ongoing problem (i.e., not the first complaint received against him). Advise students that this topic will be explored in Chapter 9.

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Case Study 2: The Bullying Has Got to Stop!

1. Was Nina bullied? Why or why not?

Students should note that managers are allowed to (in fact, are expected to) address occupational health and safety concerns with employees. Asking employees to follow requirements is not considered bullying.

2. Is there anything else that should be part of the investigation?

It must be determined if other managers are indeed allowing employees to work unsafely and, if so, why there is no follow-up or consequences to this unacceptable/risky behaviour.

3. If you were Nina, what would you do now?

You need to follow all occupational health and safety requirements. If you feel that other issues are present (i.e., that you are being bullied), you can request that someone else (perhaps someone from HR) be present in any future conversations you have with your manager regarding this issue.

4. If you were the manager, what would you do now?

This is similar to the answers in question 3; as well, the manager must carefully document any conversations held with Nina. Nina should also be asked to sign these documents to acknowledge that these conversations have, in fact, been held with her.

CHAPTER 3: Promoting Employee Health and Safety Through Organizational Culture

Consider using MindTap for this book to help engage your students and improve outcomes.

MindTap is the platform that gives you complete control of your course—to craft personalized learning experiences that challenge students, build confidence, and elevate performance.

Access everything you need in one place.

Cut down on prep with MindTap’s preloaded, organized course materials. Teach more efficiently with interactive multimedia, assignments, quizzes, and more. And give your students the power to read, listen, and study on their phones, so they can learn on their terms, by downloading the Cengage Mobile App from the Apple or Google Play Stores.

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ESSENTIAL OUTCOMES This chapter provides special emphasis on the fact that the culture of an organization strongly influences the well-being of the organization, particularly its safety and health. At the beginning of the chapter, culture’s importance as an influencer is discussed in order to convey its impact on employees and its relationship to employee engagement. Legal requirements are then discussed, along with the importance of building a culture of well-being, with special attention on programs that help create a healthy and safe environment. The chapter concludes with a review of the programs that help create a culture of well-being.

LEARNING OUTCOMES After studying this chapter, students should be able to 1

Define organizational culture.

2

Explain the impact of organizational culture on employees.

3

Discuss the relationship between an organization’s culture and employee engagement.

4

Describe the link between an organization’s culture and health and safety in the workplace.

5

List the key components within occupational health and safety.

6 7

Explain the various ways to protect employees.

Describe the programs and services that promote overall health of employees.

KEY CONCEPTS       

Organizational culture Culture and employee engagement Culture and health and safety in the workplace Protecting employees Other safety concerns in the workplace Recognizing and dealing with stress in the workplace Supporting overall health of employees

STUDENT MOTIVATION Many students are working, and those that aren’t will eventually work when they graduate. The culture of an organization will have a large impact on whether students enjoy their jobs. As such, it is an important concept to understand. As well, students need to be aware of the factors that contribute—or detract from—a safe and healthy work environment. Especially important is the role that managers play in building/maintaining culture and creating a sense of well-being. In © 2023 Cengage Learning Canada, Inc.

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other words, organizational culture and health and safety are being addressed together in this chapter, as the former will impact and influence the latter.

Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING Based on student experience, or the experience of their parents, students may only think about a person’s physical well-being in the work environment. However, as will be discussed in this chapter, the mental well-being of a person is also impacted by the work environment.

ENGAGEMENT STRATEGIES Ways of engaging students at outset of class: Ways of engaging students at the outset of class: 7. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

8. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

9. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

The following relates to LO 1 and LO 2: 

Discussion: Using At Work with HRM 3.1, ask students to explain in their own words what ―organizational culture‖ is, and also to comment on their experiences with organizational culture. Probe as to whether or not their supervisor took an active interest in helping them understand how they were to act and behave at work.

The following relate to LO 3: 

Discussion: Ask students whether they agree that more-engaged employees tend to be more productive, are more committed, and have better work relationships. Probe to determine any of their personal experiences at work.



One-minute paper: Ask students to conduct an Internet search using the phrase ―employee engagement,‖ and then explain what they found and learned.

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The following relate to LO 4: 

In-class activity: To stimulate class interest in the concept of employee involvement in safety, and to provide some specific examples of unsafe working conditions or practices, ask students to see if there are any safety issues in the classroom.



Discussion: Ask students to share how your school creates a culture that supports/reinforces health and safety.

The following relate to LO 5: 

Brainstorm: Review At Work with HRM 3.2 for ideas about employee involvement in creating an awareness of a healthy/safe work environment. Ask students to brainstorm other ideas they might have to promote safety in the workplace.



Discussion: Using Figure 3.2, review with students the legal duties and responsibilities of employers, employees, managers, and joint health and safety committees as they relate to health and safety issues.



Discussion: Using Toolkit 3.1, ask students if they are surprised about any of the information presented. Could other information be used to have more of an impact on the target market?

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

Discussion: Divide the class into two groups, and using HRM and the Law 3.1, have a debate regarding whether or not financial penalties serve as a deterrent to health and safety violations.

The following relate to LO 6: 

Discussion: Ask students to describe safety training programs with which they have had some experience. Have them elaborate on the types of personal safety equipment they have worn and some of the problems of having to comply with rules regarding its use.



Activity: Using Ethics in HRM 3.1, ask students to share their own experiences about dress codes and their own concerns about how this impacts their health and safety.



Activity: Ask students to conduct online research to find examples of workplace violence policies. Students can bring these documents to class to share with others.



Discussion: Ask students what organizations could be/should be doing to lessen employees’ stress and/or help employees cope with stress in the workplace.

The following relates to LO 7: 

Discussion: Ask students for their perspectives on the various other services that an organization might offer to improve the overall well-being of its employees. Probe whether or not those services might be undermined if the style of management was not supportive or understanding. Conclude the discussion with a review of the impact organizational culture has on the health and safety environment in any workplace.

ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a class ask a student to summarize the key points from the lesson.

REFLECTION ON TEACHING 13. What worked? What didn’t?

14. Were students engaged? Were they focused or did they go off on tangents?

15. Did my assessments suggest that they understood the key concepts?

16. What could I do differently next time?

17. How can I gather student feedback?

18. How can I make this more relevant to students?

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ADDITIONAL RESOURCES Opening Vignette G Adventures prides itself on its organizational culture and engaged workforce. Various programs and initiatives are offered to encourage employees to connect with one another and find meaning in their work. G Adventures understands that happy employees will lead to happy customers, and the company truly believes that they must ―place as much focus on the lifechanging employee experience as we do the life-changing traveller experience.‖

Lecture Outline Learning Outcome #1

Organizational Culture

Presentation Slides 5 – 6

Discussion Referring to At Work with HRM 3.1, spend time reviewing the critical thinking questions listed on Slide #5. Responses will vary based upon students’ experiences, motivators, and values.

For question 1, answers will vary. When answering this question, students should think about what they were told regarding the values and beliefs of the organization, and whether actions and behaviours were aligned. Were they encouraged to take risks? Did management focus on getting results above everything else?

For question 2, answers will vary. Students should consider the various aspects of culture when answering this question. Do they like working in a team environment or alone? Do they want to be empowered, or do they prefer rules or regulations?

Explain that organizational culture has often been described as the ―personality‖ of any organization. It is the collective understanding that every employee has of the beliefs and values that guide their actions and behaviours.

Learning Outcome #2

Impact of Organizational Culture on Work Environment and Employees

Presentation Slide 7

Emphasize that organizational culture has a tremendous impact on the employees and the success of any organization. Explain that the students will come to understand what culture can do to create a sense of well-being in an organization.

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Learning

Outcome

#3 Discuss the relationship between an organization’s culture and employee engagement.

Presentation Slides 8 – 13

Explain the definition of ―employee engagement‖ and review Figure 3.1 so that students can better learn and understand what makes employees engaged, and what managers can do to improve engagement.

Discussion Review the critical thinking questions listed on Slide #9. Students’ responses will vary based upon their preferred learning style(s) and experiences. Use the discussion about engaging learning experiences to link to engagement in the workplace.

Learning Outcomes #4 & #5 Occupational Health and Safety

Presentation Slide 14

Explain to students that whether or not employees take health and safety seriously (i.e., abide by regulations) is largely dependent on the organization’s culture.

Explain that, as described in Chapter 2, the federal, provincial, and territorial governments regulate occupational health and safety. Although statutes and standards differ slightly from jurisdiction to jurisdiction, attempts have been made to harmonize the various acts and regulations.

Ensure that students are familiar with the following definitions: Occupational injury Any cut, fracture, sprain, or amputation resulting from a workplace accident.

Occupational illness Abnormal condition or disorder resulting from exposure to environmental factors in the workplace.

Occupational disease A disease resulting from exposure relating to a particular process, trade, or occupation in industry.

Responsibility for Workplace Health and Safety

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Presentation Slide 15

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Emphasize that the day-to-day responsibility for health and safety rests with everyone in the organization, and reinforce the impact that culture has on the health and safety behaviours in the organization. Using the information in Figure 3.2 will assist with this overview.

Discuss the particular importance of the safety and health risks for younger employees. You may wish to have a discussion about whether or not your students share the view that younger employees may be at more risk.

Workers’ Compensation

Presentation Slide 16

Describe that workers’ compensation insurance provides benefits in the form of wage-loss payments and medical/vocational rehabilitation if an employee is injured or becomes seriously ill due to a workplace situation.

Remind students that the cost of workplace accidents and injuries is very expensive, and therefore organizations will take steps to minimize unhealthy and unsafe situations.

Learning Outcome #6 Protecting Employees

Presentation Slides 17 – 18

Explain that protecting employees involves various actions, including Safety Programs, Creating Awareness of Safety Hazards, and Monitoring and Investigating complaints and/or breaches of required actions/expectations. Discuss ergonomics, which examines the design of equipment and systems to ensure that they can be easily and efficiently used by people, while focusing on the physical safety and comfort of employees. You may want to ask students what suggestions they have for improving ergonomics at your campus.

Review WHMIS (Workplace Hazardous Materials Information System) and its three key elements: 

Labels. Labels are designed to alert the worker that the container holds a potentially hazardous substance.



Safety Data Sheets (SDS). The SDS identifies the product and its potentially hazardous ingredients, and suggests procedures for the safe handling of the product.



Training. Employees must be trained to check for labels and to follow specific procedures for handling spills.

Remind students that Canada has aligned the WHMIS with the Globally Harmonized System of Classification and Labelling of Chemicals (GHS).

Other Safety Considerations

© 2023 Cengage Learning Canada, Inc.

Presentation Slides 19 – 21

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Provide examples of initiatives that enhance workplace security, and address workplace violence and bullying (including cyberbullying). Ask students to share their own examples and experiences.

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Explain that while a certain amount of stress can be beneficial, and while recognizing that people react differently to situations (i.e., what causes stress for one person may not cause stress for someone else), workplace stressors need to be recognized and lessened.

Organizations need to support mental health initiatives. Stress management programs involve employees and employers working together to take initiatives to reduce aspects of their work environments that result in negative impacts on employee health.

Discussion Review Toolkit 3.4 and the critical thinking question listed on Slide #21. Students’ responses will vary based upon their experiences and preferred methods of coping with stress.

Learning Outcome #7 Supporting Overall Health of Employees

Presentation Slide 22

Explain that it is generally recognized in our society that better health is definitely beneficial to the individual and the organization. Further, it is important to realize that current research has indicated a close relationship between physical and emotional health and a person’s job performance. As a result, employers are taking a more comprehensive approach, with attention being given to: 

Health services: Explain that this can include everything from a first-aid kit to an on-site physician and nurse.



Wellness programs: Many organizations will encourage health through programs that emphasize exercise, nutrition, weight control, and avoidance of substances harmful to health. Point out that organizations can reduce both health costs and absenteeism costs with wellness programs.



Disability management: Describe how organizations are taking a more integrated approach to both short-term and long-term absences, particularly when the organization focuses on a healthy work environment where employees want to return to work.



Employee assistance programs (EAPs): Explain that many employers, particularly larger ones, have a broad view of health and therefore have designed programs to meet both emotional and physical needs. Such a program uses trained professionals who typically do only short-term counselling and then refer the person on to specialists in the area of need. Describe that EAPs initially started to deal with substance abuse, primarily alcohol, but have grown to deal with personal crises and emotional problems.

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Summary Presentation Slide 23

Discussion To bring the material presented in Chapter 3 to a close, ask students to think about how health and safety could be improved on your campus. Encourage discussion about possible systems, practices, and policies that could be implemented based upon students’ key points of learning throughout Chapter 3.

Presentation Slide 24

Running Case: This Makes Scents (Part 1) Invite students to read the running case, which details the start-up of a new company by friends, and recent graduates, Jessie and Ashton. By following Jessie and Ashton’s journey throughout this course, students will be able to learn about how the various aspects of HRM impact an organization. This is also a tremendous opportunity for students to learn that HR issues do not occur in a silo, and that these matters must be dealt with by effectively prioritizing and strategizing.

Answers to the critical thinking questions at the end of Part 1 of this case are provided later in this document. *Note: This case, including all subsequent parts throughout the text, does not represent a real-life situation or real people. Any resemblance to actual circumstances is purely coincidental. As such, the scenario and details should not be used as an example for a business model or business plan.

Emerging Trends Before moving on to the end-of-chapter materials, you may wish to review Emerging Trends 3.1 with students. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1. Kristopher Martinez notes that it is important to listen to employees. How can an organization effectively do this?

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Answers range from conducting employee surveys to creating an environment in which employees feel comfortable expressing their ideas and opinions.

2. G Adventures believes that employees want to develop themselves personally and professionally. What types of personal development programs should the company offer to employees?

There are a variety of possibilities, including effective communication skills, conflict resolution, time management, and stress management. Students should be encouraged to suggest what personal development they would like to receive if they worked for G Adventures.

3. Are there any downsides to offering a familiarization trip to employees? If so, what could these be?

Potential downsides include: employee does not enjoy the trip, employee leaves the company immediately after, employees experience conflict with one another during the trip, employees get into trouble (i.e., break the law) while away from home and damage the company’s reputation.

4. Given the nature of its business, what are some of the key health and safety concerns that G Adventures should address?

In addition to typical health and safety concerns experienced by all office workers, G Adventures must pay special attention to health and safety issues that employees could experience when travelling to another location. They must ensure that employees are properly trained/advised of all potential hazards and issues in the different location, have received proper vaccinations, and must ensure that employees are insured (illness protection, trip interruption, etc.) before taking a company-sponsored trip.

Critical Thinking Questions 1. You’ve just been hired by Rim Auto Parts as the manager of its largest store in a major city.

Part of your responsibility is to foster an organizational culture that focuses on a healthy and safe work environment. How would you approach this, and what might you do?

As the manager, it would be important for you to have a clear understanding of what the company currently does to focus on health and safety. You would also need to build a relationship with your staff and encourage them to be involved with their own health and safety.

You would want to know the details of any joint health and safety committee, such as how frequently it meets, what are the issues it is dealing with, and what support there has been from the store manager regarding any issues brought forward by this committee.

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2. You recently started working in a large retail store as a management trainee. You are asked to develop a series of actions to improve employee engagement. What might you consider and why?

You might consider positive work relationships, opportunities to learn new skills, celebrations of progress, communication about the direction of the organization, trust and mutual respect among employees, and other items listed in Figure 3.1.

3. You work in the medical equipment and pharmaceutical department at a local hospital. Your department is responsible for dispensing medical supplies and prescriptions to patients. There have been recent incidents in which patients have been quite vocal and threatening in their behaviour toward staff. As a consequence, you and 4 other staff have been appointed to a task group to undertake a workplace violence audit and then develop appropriate procedures. What steps might you take to do the audit, and what procedures might you use to minimize the possibility of workplace violence?

Some of the procedures could include conducting a risk assessment, developing a policy, controlling hazards through workplace design, acting on reports immediately, and educating employees. There are other procedures provided in Toolkit 3.3.

4. You recently joined a community recreational centre that hires many young workers. There is growing concern about the health and safety of these employees. Why are occupational health and safety incidents prevalent amongst younger workers? What would you do to address the community centre’s concerns and why?

One answer could be careful training and orientation as well as ensuring that they know it is okay to say no if they are asked to do any work that is unsafe. If not mentioned, remind students that a culture of safety will also go a long way to help younger workers know of its importance.

The reason for doing so is that since younger workers may not have much work experience or training, it is up to the employer to help them understand the need for safety on the job.

Building Your Skills Exercises 1, 2, 3, and 4 are intended so that students can conduct additional research outside of class and results may be shared with classmates. Exercise 4 is intended for small group research/in-class activity.

Exercise 2 - Sample website obtained through a database search: https://www.researchgate.net/publication/228290678_The_Effectiveness_of_Health_and_Safety _Committees_Results_of_a_Survey_of_PublicSector_Workplaces_The_Effectiveness_of_Health_and_Safety_Committees

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NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: Returning to On-Site Work 1. Should Jessica insist that all employees return to on-site work? If she did, how could this impact the company culture?

Students will have various perspectives on this. If Jessica does insist that employees return to onsite work, careful consideration will have to be given to a variety of health and safety issues and precautions. If employees are forced to return to on-site work, this may create a bureaucratic and authoritarian culture, which, in turn, may have implications on employee engagement.

2. What problems could occur if some employees are allowed to continue to work from home?

How could these issues be managed?

Potential problems include unequal treatment for different groups of employees and lack of coordination amongst employees. Clear and ongoing communication will help manage these issues.

3. If all, or some, employees are allowed to continue to work from home, how can Jessica ensure that the corporate culture remains intact during remote work?

Jessica should ensure clear and ongoing communication. Regular meetings and opportunities for employees to share their ideas/concerns need to occur. As well, creative ways for employees to stay connected to one another (online social events, online water-cooler chats, etc.) need to be implemented.

4. What should Jessica do to ensure that employees feel safe when returning to on-site work?

Jessica should ask employees about their concerns and respond to this information. Clearly implemented health and safety protocols need to be in place, and all precautions taken need to be communicated to employees. As well, employees need to be given specific directions and expectations regarding what they are to do to keep the workplace safe. Training may be required as well. Figure 3.2 outlines key health and safety duties and responsibilities for various stakeholders.

Case Study 2: Why Is Everyone So Stressed?

1. What should Lisa do next? How would you prioritize the issues that need to be addressed?

Lisa needs to respond to the feedback received. She could hold a townhall meeting for all employees and/or follow up in smaller team meetings and/or send a communication to employees indicating what will be done in response to feedback received.

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Students will have different ideas regarding which issue is a priority, and they should be encouraged to discuss, debate, and explain their choices regarding the order in which the issues should be addressed.

2. What are the possible consequences if Lisa chooses to ignore the results from the employee survey given the low response rate?

If Lisa ignores the survey results, it will create a culture of distrust and discouragement. Further, employees likely will not respond to any future surveys.

3. Why was the response rate so low, and how could this be improved for future surveys?

A low response rate could be indicative that employees do not think their opinions are truly valued. Or, this could have happened due to the way the survey was designed and administered (i.e., timing, paper versus online). Proper research design and implementation for any future surveys should be used. As well, offering some type of incentive (i.e., a random draw for a gift certificate) to everyone who participates could increase the response rate. Encourage students to share their own experiences regarding why they have, or have not, responded to surveys.

4. How would you describe the culture at Top Notch Storage? What key actions are required in order to change the culture, particularly regarding health and safety?

The culture could be described as ―toxic.‖ Employees feel stressed and do not enjoy their work.

It is important that a process is put in place so that better scheduling can be implemented (i.e., employees will not always be on call, especially on weekends), and that employees are not feeling unsafe while being alone with customers.

Improper and unsafe equipment must be dealt with. In addition to the legal requirements, ensuring that employees are safe makes good business sense for the company’s reputation, both as a service provider and employer.

Key actions needed include: training of all staff, use of a joint health and safety committee, and clear and transparent two-way communication between employees and managers.

RUNNING CASE: A running case is provided at the end of each part of the textbook. This case has been written to help students understand that human resources management (HRM) systems, practices and policies do not occur in isolation and that many of these concepts must be addressed and dealt with at the same time.

Questions are provided at the conclusion of each part of the running case so that students can apply HRM concepts learned thus far to a practical and challenging situation.

Students should be able to relate to the two young entrepreneurs and must be reminded (as noted at the conclusion of Part 1) that this case, including all subsequent parts throughout the text, does © 2023 Cengage Learning Canada, Inc.

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not represent a real-life situation or real people. Any resemblance to actual circumstances is purely coincidental. As such, the scenario and details should not be used as an example for a business model or business plan.

THIS MAKES SCENTS (Part 1) 1. What issues, in order of priority, should Jessie and Ashton address?

Both the legal requirements and ethical needs should be addressed. The answer to ―What makes good business sense?‖ should be addressed.

2. In addition to the problems identified by employees, what other actions should Jessie and Ashton take? Why? A meeting with all employees, at the same time, could help with communication issues and also help to identify other employee concerns. By addressing things in advance, many problems could potentially be avoided.

Legal requirements should be addressed and considered when listing other actions that Jessie and Ashton should take.

3. What can be done to change the culture within the company?

As noted in the response to question 2, it is necessary to enhance the communication to, from, and with employees. Employees need to find some way to be better connected to one another and to Jessie and Ashton, and to find meaning in their work.

4. Why are all the employees going to Jessie with their problems? How can a more equitable partnership and sharing of responsibilities be established?

There are many reasons why employees go to Jessie. Is Jessie around more? Is Jessie more approachable or easier to communicate with? Do employees even know that they can speak with Ashton?

Jessie and Ashton should meet and establish clearer job descriptions for each of their respective roles. This information should then be communicated to employees.

5. What can Jessie and Ashton do to enhance the communication between the 2 of them?

Ideas include weekly in-person meetings and regular or daily email updates between them.

6. What can Jessie and Ashton do to enhance communication to employees?

Similar to question 5, ideas include weekly meetings with all employees, weekly email updates, and a company newsletter.

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CHAPTER 4: Defining, Analyzing, and Designing the Work

Consider using MindTap for this book to help engage your students and improve outcomes.

MindTap is the platform that gives you complete control of your course—to craft personalized learning experiences that challenge students, build confidence, and elevate performance.

Access everything you need in one place.

Cut down on prep with MindTap’s preloaded, organized course materials. Teach more efficiently with interactive multimedia, assignments, quizzes, and more. And give your students the power to read, listen, and study on their phones, so they can learn on their terms, by downloading the Cengage Mobile App from the Apple or Google Play Stores.

ESSENTIAL OUTCOMES The purpose of this chapter is to help students understand that job analysis is the cornerstone of Human Resources Management (HRM), as this information impacts all other HRM systems, practices, and policies. As well, students should learn that use and implementation of job analysis helps an organization achieve its objectives. Job analysis and job descriptions are explored and explanations are given on the use of job analysis information. Students are also introduced to the concept of designing work to maximize employee contributions. Emphasis is given to the idea of giving employees more degrees of freedom in their work through employee empowerment and employee involvement initiatives.

LEARNING OUTCOMES After studying this chapter students should be able to 1

Explain the manager’s and the employee’s role in defining and designing work.

2

Discuss the relationship between job analysis and HRM processes.

3

Explain the relationship between job analysis and a job description.

4

Define and describe the sections in a job description.

5

Describe the uses of information gained from job analysis.

6

Explain the relationship of job design to employee contributions. © 2023 Cengage Learning Canada, Inc.

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7

Discuss the different types of work designs to increase employee contribution.

KEY CONCEPTS       

Role of manager and employee in job design Relationship between job analysis and HRM processes Relationship between job analysis and job description Content and sections in a job description Uses of information gained from job analysis Employee empowerment and engagement Different types of work design

STUDENT MOTIVATION Students, either those working now or those who will be working in future, will be exposed to a number of different job and work configurations. It is important for them to understand how the design of a job or work can impact their engagement and satisfaction at work.

Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING Students may have had negative work experiences or may not understand how the design of work can affect their motivation.

ENGAGEMENT STRATEGIES Ways of engaging students at the outset of class: 10. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

11. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

12. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

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The following relates to LO 1: 

Discussion: Ask students to provide comments about how satisfying production jobs might have been in earlier years compared to what people want out of work now in order to feel satisfied. Additionally, ask students what experiences they’ve had with supervisors in making the work interesting

The following relate to LO 2: 

Review: Using Figure 4.1, walk students through the steps within job analysis. Ask students if they think any steps are missing from this process and why. Ask students if this process will work (or not) for all types of jobs. These questions will get them to think deeper about ways to analyze jobs.



Activity: Ask students to choose a job they are familiar with and select the best job analysis method for this job. Students should explain why they selected this method.

The following relate to LO 3 and LO 4: 

Discussion: Using Toolkit 4.1, review the types of questions that are asked when conducting a job analysis. Also, refer to Ethics in HRM 4.1 and discuss what the consequences are when the scope of a job is inflated.



Discussion: Review the job description in Toolkit 4.2. Determine if there are any problems and, if so, what might be changed.



Activity: Ask students to list the skills, knowledge, and abilities required for the job of a college or university professor.

This exercise could be expanded into a two-part exercise where students will first list the duties, then list the job specifications, and then the standards of performance. The final objective is for students to have written a complete job description for this role.

This exercise can be done individually or in small groups. In addition, this exercise can be done as an in-class assignment, or it can be used as a written, hand-in assignment for marks.



Brainstorm: Ask students for their suggestions on how a manager might best be able to work with uncertainty while ensuring that there is accurate job information.



Discussion: As a class project, pre-select several jobs and have the class, in small groups, determine the job specifications for the jobs. Use a variety of jobs, such as electrician, Web designer, supervisor, bookkeeper, pilot, mechanic, salesperson, and data entry.

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The following relate to LO 5: 

Discussion: Review the uses of information from job analysis and ask students what they think the most common use is. Ask students to compare their opinions and explain their choices.



Discussion: Working in small groups, and assigning each group one of the possible uses for information from job analysis, ask each group to list 2 to 3 problems that could occur when using information for this purpose. Groups should then share their ideas with each other.

The following relate to LO 6: 

Activity: Review the following job design strategies: Job rotation (in which people move from one job to another to learn new tasks); Job enlargement (in which a person’s job expands in the types of tasks they are expected to perform); Job enrichment (in which a person’s job takes on higher-order responsibilities); Job crafting (in which a person chooses how to complete work in a way that is most engaging and stimulating); and Leadership teams (in which a leader takes on multiple responsibilities and activities rather than one well-defined functional leadership role).



Working in small groups, ask students to apply each job design strategy to the job of a college or university professor. Groups should then share their ideas with each other.



Activity: Review the five elements within the job characteristics model: Skill variety, Task identity, Task significance, Autonomy, and Feedback.



Working in small groups, ask students to apply each element within the job characteristic model to change the job of a college or university professor. Groups should then share their ideas with each other.

The following relate to LO 7: 

Discussion: Highlight the examples described in Toolkit 4.3 regarding employee empowerment. Ask students for any examples they might have, either from their own work or from someone they know.



Activity: Divide students into groups of 4 to 5 people, and ask that they identify 3 to 4 characteristics of successful teams they have been in. Ask that each group shares its answers with the entire class. From each group list, have a full discussion on the more common characteristics identified.

ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a class ask a student to summarize the key points from the lesson. © 2023 Cengage Learning Canada, Inc.

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REFLECTION ON TEACHING 19. What worked? What didn’t?

20. Were students engaged? Were they focused or did they go off on tangents?

21. Did my assessments suggest that they understood the key concepts?

22. What could I do differently next time?

23. How can I gather student feedback?

24. How can I make this more relevant to students?

ADDITIONAL RESOURCES Opening Vignette Mary Ben Hamoud, Director, Central Region Contact Centre Services, ServiceOntario, describes not only the importance of defining work but also in ensuring that the culture of the partner ministries was maintained. She explains why and how the layer of management was restricted.

Lecture Outline Learning Outcome #1

Discussion

Presentation Slides 5 – 7

Ask students to share their ideas about the critical thinking question posted on Slide #5. This will help frame the material in this chapter and will explore what students have experienced in the workplace that helped motivate them to do their jobs. If students haven’t worked, you can reframe the question as ―what makes learning interesting for you?‖ and discuss how learning can be structured to enhance engagement and outcomes.

Definitions Review the various definitions with students. It is important that students understand the different terms, as these form the foundation for the discussion throughout the chapter.

The Manager’s and the Employee’s Role in Defining Work Explain that the manager is the key person in determining what tasks and activities need to be done in order to achieve the organization’s goals. The employee (or job incumbent) often will contribute as they will have valuable information about the work and tasks—some of which may be known only by the person who does them. Therefore, it is critical that the manager and employee understand the steps to take in defining work in any organization.

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Learning Outcome #2 Job Analysis and The Relationship between Job Analysis and HRM

Presentation Slides 8 – 9

Review the definition of job analysis. Explain that when job information is accurate, it will be easier to recruit, select, manage performance, plan for training and development and health and safety issues, and compensate an individual doing this work. The ultimate purpose of job analysis is to improve organizational performance and productivity, and therefore job analysis (which links to/informs all other HRM processes) is the cornerstone of HRM.

Performing Job Analysis

Presentation Slides 10 – 11

Job data can be collected in a range of ways. Individual interviews may be conducted or the job incumbent may fill out a questionnaire or be observed in order to better understand the work required. Or the incumbent may be asked to keep a diary or log of work performed. In larger organizations, a uniform approach is frequently used, such as asking people to fill out an electronic or hard-copy questionnaire that requests a list of work activities.

Review Toolkit 4.1 with students for examples of questions that might be posed either in an interview or on a questionnaire.

Discussion Referring to Ethics in HRM 4.1, spend time reviewing the critical thinking questions posed on Slide #11.

Answers to question 1 will vary. When answering this question, students should consider how they would describe their job and what their manager might say about the same job. Does the title to a job make a difference?

For question 2, note that by using someone who is skilled in gathering job information, including using observation, the ability to have correct job information is heightened.

Learning Outcomes #3 and #4 Job Description

Presentation Slides 12 – 14

Once all the information on a particular job has been collected, it is organized into a job description—a written document. This description includes the types of duties or responsibilities and the skills, knowledge, and abilities or competencies needed to successfully perform the work. Since no standard format applies to job descriptions, they tend to vary in appearance and content from one organization to another. © 2023 Cengage Learning Canada, Inc.

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Review the typical components of a job description with students.

Stress that the job specifications must be job-related as determined through job analysis. Link the concept of job specifications to the legal concept of bona fide occupational requirements.

Presentation Slide 15

Problems with Job Descriptions

The following problems are typically encountered with job descriptions: 1.

2.

They can become out of date as work requirements quickly evolve and change.

They do not contain standards of performance, which are essential for selecting, training, evaluating, and rewarding jobholders.

They do not adequately capture the complete requirements and complexity within a job.

Vague terms may be used, thereby not providing adequate information.

They may not address expected behaviours and can be the basis for conflict, including union grievances.

3.

4.

Presentation Slide 16

Writing Clear and Specific Job Descriptions The following points should be reviewed with students: 

Use statements that are concise, direct, and simply worded.



Use action-oriented verbs and present tense.



Job descriptions must match job requirements.

Legal Considerations for Job Descriptions

Presentation Slides 17 – 18

Even when put in writing, job descriptions and specifications can still be vague. To the alarm of many employers, however, today’s legal environment has created what might be called an ―age of specifics.‖ Human rights legislation requires that the specific performance requirements of a job be based on valid job-related criteria. Decisions that involve either job applicants or employees and that are based on criteria that are either vague or not job-related are increasingly being successfully challenged.

It is also important that job descriptions are altered to meet any special accommodation measures. Again, link the concept of reasonable accommodation to job requirements.

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Discussion Use the critical thinking questions (taken from the end of chapter 4) posted on Slide #18 to allow students to practise creating portions of a job description.

For question 1, students’ answers would vary depending on students’ experiences and perspectives. However, you might include in the list such duties as responding to customers’ requests, informing the guests of your name (room attendant), and dusting all furniture each day.

Skills could include strong communication skills, strong attention to details, and effective cleaning abilities.

For question 2, you would probably want to involve the room attendants, and their supervisor(s) in the development of a job description to ensure accurate results.

Learning Outcome #5 Uses of Information from Job Analysis

Presentation 19

Slide

Review the following uses for information gathered during the job analysis process: Recruitment: Remind students that, when an organization is looking for potential applicants for work, job information identifies the work a person will be performing as well as the skills, knowledge, and abilities necessary to successfully perform it. Therefore, the outcome of the job analysis provides essential information for recruitment purposes.

Selection: Job descriptions are useful in selecting and orienting new employees. Because the description lists the tasks, duties and responsibilities, and the job specifications, it will enable a company to make the best match between applicants and the job.

Performance Management: For the performance management system to be effective, job descriptions must accurately reflect what employees do. Because reviewing a person’s job performance is a major responsibility of managers, the criteria used must be clear and jobrelated. If the criteria are not, the manager may be charged with discrimination.

Training and Development: Explain that any gaps in a person’s skills and abilities with the job requirements provide clues to possible training and development needs. Clarify that managers are usually responsible for ensuring that employees receive proper training, and therefore having a job description can help ensure that this occurs.

Health and Safety: Job descriptions can identify the health and safety-related physical and mental capabilities required to successfully perform the work, and can also identify the necessary work conditions.

Compensation: More often than not, job descriptions are used solely for compensation purposes.

The nature of the work is typically used to determine how valuable a job is to the organization.

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Remind students that one of the more current issues in compensation is pay equity, a policy under which an organization may need to attach the same pay for work of comparable worth.

Job Analysis in a Changing Environment

Presentation Slide 20

Technology, downsizing, the adoption of teams, the demands of small organizations, or the need to respond to global change can alter the nature of jobs and their requirements.

To adjust to the changing nature of jobs, organizations might adopt a future-oriented or strategicoriented approach to job analysis in which managers have a clear view of how jobs should be restructured to meet future organizational requirements. Or, organizations might adopt a competency-based approach in which emphasis is put on characteristics or behaviours of successful performers rather than on standard job duties and tasks, and so on.

Neither of the above 2 approaches is without concerns, including the ability of managers to predict future job needs accurately, and the need for job analysis to comply with human rights legislation.

A third and perhaps more practical method might be to have a ―living job description‖ or a ―role description‖ that is updated as the nature of the work changes. The manager and the employee would then ensure that substantial changes in duties, responsibilities, skills, and other work characteristics are documented on an ongoing basis.

Learning Outcome #6 Designing the Job

Presentation Slides 21 – 23

Explain that carefully and thoughtfully designing and arranging tasks, roles, and other work processes can achieve both employee goals and organizational objectives.

Review that job design is a combination of four basic considerations: (1) the organizational objectives the job was created to fulfill; (2) industrial engineering considerations, including ways to make the job technologically efficient; (3) ergonomic concerns, including workers’ physical and mental capabilities; and (4) employee contributions.

Provide students with an explanation of the various job studies that have been conducted by behavioural scientists. These studies have found that, by focusing on various job dimensions, both organizational efficiency and employee satisfaction can be achieved. This model, called the job characteristics model, proposes that three psychological states of a jobholder result in improved work performance, internal motivation, and lower absenteeism and turnover.

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Discussion Using the critical thinking question posed on Slide #23, students can explore how to apply the job characteristics model to the job of a postsecondary instructor. Students should share how to enhance skill variety, task identity, task significance, autonomy, and feedback.

Learning Outcome #7 Designing Work for Enhanced Contributions

Presentation Slides 24 – 27

Of particular importance to managers is the need to increase employee contributions to the organization. This can be done through a number of ways, but the most important ingredient is allowing employees to participate more in work decisions.

Emphasize that teams are a logical outgrowth of employee involvement and empowerment.

Explain that teams can take on some roles that managers may play, such as identifying and fixing operational problems. Stress that, in a team, members become mutually responsible to each other and for the team’s output.

COVID-19 provided requirements for people to work in virtual teams. Ask students about their experiences with group projects in a virtual environment.

Review the characteristics of successful teams: 

Clear goals have been set, which the team understands and is committed to.



Team members support and trust one another.



Communication is open, honest, and respectful.



The team has a strong sense of cohesion while respecting individual opinions and differences.



Effective decision making and conflict resolution occur.



Ongoing evaluation of team performance occurs, and unproductive or dysfunctional behaviour is corrected.

Review the various types of teams used in organizations as outlined in Figure 4.3.

Explain to students that when employees are allowed to participate more, managers take on new roles. Specifically, managers need to become coaches and supporters of employees—they are no longer expected to autocratically impose their demands. This, in turn, has changed the role (and required) competencies of managers. © 2023 Cengage Learning Canada, Inc.

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Remind students that it is important for line managers to understand employee empowerment, employee involvement, and employee teams, as they will be asked to help create and support these types of work relationships.

Conclude by reviewing the way in which work is changing, therefore necessitating a change in the way in which work is designed to ensure effective employee contributions and engagement.

Summary Presentation Slide 28

Discussion To bring the material presented in Chapter 4 to a close, ask students to review Emerging Trends 4.1 and respond to the critical thinking questions posted on Slide #28. Students will have a variety of responses, based upon their own experiences, as to which trend will have the greatest impact on the future of work. Engaging students in a dialogue about other trends will help to tie chapter material together and synthesize students’ learning.

Emerging Trends Before moving on to the end-of-chapter materials, if you did not use Slide #27 as a discussion to engage students, you may wish to review Emerging Trends 4.1. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1. What job information would you collect when conducting a job analysis for call centre employees at ServiceOntario?

Students will provide a variety of responses and it is important that they understand that any job analysis fully captures the amount, depth, and complexity of the work performed. Students may indicate that a focus should be given to skills, efforts, responsibilities, and working conditions for call centre employees.

2. What could be some potential problems when developing written job descriptions for call centre employees?

Problems include the following: ongoing changes to the job, differences among the job of the employees, and vague duties that can only be described at a high level.

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3. How could ServiceOntario ensure that call centre employees’ jobs are designed according to the job characteristics model?

Students will provide a variety of options, which should reflect the following five components of the job characteristics model:  Skill variety: the variety of different activities, which require several different skills and talents.  Task identity: completion of a whole and identifiable piece of work (i.e., that is, doing a job from beginning to end with a concrete outcome).  Task significance: the impact on the lives or work of other people, whether in the immediate organization or in the external environment.  Autonomy: the amount of independence, freedom, and discretion.  Feedback: comments and clear information provided based upon output and accomplishments.

4. Would working in teams be effective for call centre employees at ServiceOntario?

Why or why not?

Different opinions will be given. The key point is to ensure that students recognize potential pros and cons of having employees work in teams.

Characteristics of an ideal team include:  Clear goals, which the team understands and is committed to, have been set.  Team members support and trust one another.  Communication is open, honest, and respectful.  The team has a strong sense of cohesion while respecting individual opinions and differences.  Effective decision making and conflict resolution occurs.  Ongoing evaluation of team performance occurs, and unproductive or dysfunctional behaviour is corrected.

5. Could call centre employees work from home? What potential problems could this cause to the design of their work?

There is no one correct answer to this, and students should be encouraged to discuss and debate the pros and cons of this type of arrangement.

Potential problems to work design could occur when tasks require multiple people to work on them in a coordinated and collaborative manner.

Critical Thinking Questions 1. Assume that you are a new manager in a hotel and you have been asked to prepare a job description for room attendants. What would you include as 5 key duties, and what would you list as 3 key skills? Would you involve the current room attendants in the preparation of the job description? Why? © 2023 Cengage Learning Canada, Inc.

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Answers would vary depending on students’ experiences and perspectives. However, you might include in the list such duties as responding to customers’ requests, informing the guests of your name (room attendant), and dusting all furniture each day. Skills could include strong communication skills, strong attention to details, and effective cleaning abilities. You would probably want to involve the room attendants and their supervisor(s) in the development of a job description to ensure accurate results.

2. If a job incumbent inflates their work when submitting information for job analysis, why should this person be included in the process? Why shouldn’t the information for job analysis only be collected from the job incumbent’s manager?

You would want to ensure that you’ve identified the issues in Ethics in HRM 4.1.

3. What have been your experiences working in a team for group projects? How could these experiences have been improved? Are your responses the same for virtual group projects?

You want to ensure that the use of teams has to be appropriate and that the type of team must be appropriate for the specific purpose. Consider the characteristics of effective teams, the role that managers play in helping teams succeed, and the role that employee empowerment plays in teams.

4. How is the increasingly flexible workforce changing how, when, where, and what work is done? What opportunities and challenges face managers and virtual or remote workers?

You’ll need to consider the diversity and generational differences of the workforce, as well as the use of artificial intelligence.

Building Your Skills Exercise 1 is designed for use in class. Exercises 2, 3, and 4 are intended for use outside of class and results may be shared with classmates.

NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: The Dream Team 1. Is it time for Tabitha to implement job descriptions for her team? What would be the pros and cons of this action?

Students will have a variety of opinions and should be able to support their responses by clearly articulating the pros and cons of job descriptions. At a minimum, based upon the case scenario, clearer role boundaries and job expectations need to be communicated to reduce overlap and redundancy.

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2. How could Stefano use Hackman and Oldham’s job characteristics model to ask for his job to be redesigned?

Various ideas can be presented and should draw upon enhancing the following job characteristics: skill variety, task identity, task significance, autonomy, and feedback.

3. What training would help this virtual team operate more effectively?

Students should share ideas such as training on collaborative goal setting, effective virtual communication, conflict resolution, building trust, effective time management, effective (virtual) meetings, project management, etc. Ideas suggested should support the achievement of the points noted in characteristics of effective teams.

Case Study 2: If Only I Had Known 1. Why are the job descriptions for caregivers inaccurate? Going forward, what should be done differently to ensure that these documents are correct?

Possible reasons that the job descriptions are inaccurate include: poor ability to craft these documents from the person who wrote them; the person who wrote them was rushed; the person who reviewed them didn’t properly check them (or this may have not been properly done at all); and caregivers (job incumbents) were not involved in the process.

Going forward, proper training on how to write job descriptions should be given to everyone involved in the process. Also, information regarding jobs should be provided from job incumbents as well.

2. What could be done to enhance the job of caregiver so that it isn’t as ―demeaning‖ based upon Jane’s feedback?

Various elements within the job characteristics model (i.e., increasing the skill variety and task identity) could be implemented. As well, caregivers should be given more autonomy (i.e., not be micro-managed) to enhance their work. This would involve helping/training managers to better understand their roles and responsibilities in a management capacity.

3. Does Jane have any recourse if she was provided with an inaccurate job description? If so, what actions could she take?

If Jane can prove that she was given false information (i.e., she was not provided with a realistic job preview or RJP), and can prove that she left a long-term, secure role to take on this new job, she could potentially sue the company. However, these issues are often difficult to prove.

At this point, Jane’s best recourse is likely to continue to work with her direct manager and ensure open lines of communication so that expectations are clear and known. These should be documented as well. (This will link to performance management and will be addressed in Chapter 7.)

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CHAPTER 5: Planning For, Recruiting, and Selecting Employees

Consider using MindTap for this book to help engage your students and improve outcomes.

MindTap is the platform that gives you complete control of your course—to craft personalized learning experiences that challenge students, build confidence, and elevate performance.

Access everything you need in one place.

Cut down on prep with MindTap’s preloaded, organized course materials. Teach more efficiently with interactive multimedia, assignments, quizzes, and more. And give your students the power to read, listen, and study on their phones, so they can learn on their terms, by downloading the Cengage Mobile App from the Apple or Google Play Stores.

ESSENTIAL OUTCOMES The chapter focuses on the links among human resource planning, recruitment, and selection.

Human resource planning is introduced by relating it to the strategic objectives in the organization (Chapter 1), and the need to ensure that the right skills have been identified and that the people with the appropriate skills are in the organization when needed.

Emphasis is given to the ways and means to source (recruit) the people necessary for the success of the organization. And with organizations needing to ensure that they do have the right people, greater attention is being given to employee selection. The chapter explains the selection process and the many principles involved in selecting an employee.

LEARNING OUTCOMES After studying this chapter, students should be able to 1

Describe the relationship between HR planning, recruitment, and selection.

2

Discuss the steps in human resource planning.

3

Compare the potential benefits and pitfalls of internal recruitment.

4

Compare the potential benefits and pitfalls of external recruitment.

5

Describe the typical steps in the selection process.

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6

Identify the various sources of information used for selection decisions.

7

Discuss the different methods and types of questions for conducting an employment interview.

8

Illustrate the value of different types of employment assessments/tests.

9

Outline key considerations when making a hiring decision.

KEY CONCEPTS      

Purpose and steps in human resource planning Relationships among human resource planning, recruitment, and selection Potential benefits and pitfalls of recruiting inside and outside the organization Selection process Approaches to conducting an employment interview Employment assessments/tests

STUDENT MOTIVATION Students, either those working now or those who will be working in the future, need to understand how organizations choose to implement recruitment practices. Students will also need to know what the employment interview is about, why it is done, what types of interview approaches can be used, and the types of employment tests that may be conducted.

Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING Based on student experience or on the experience of their parents, people may believe that all interview approaches are the same. They may also feel that questions asked during an interview are not appropriate. Students may also feel that any employment tests they may have experienced were of no use.

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ENGAGEMENT STRATEGIES Ways of engaging students at the outset of class: 13. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

14. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

15. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

The following relates to LO 1: 

Discussion: Ask students why an organization might want to plan for its human resources needs. Ensure that students understand the link between HR planning and strategic planning. You may also want to review the statistics presented in the ―HR Planning‖ section.

The following relate to LO 2: 

Discussion: Using Figure 5.1, ask students to comment on the various approaches to HR planning, and which ones, if any, they have heard of before. Also, ensure students understand how organizations respond to overages or shortages of skills. You may also wish to discuss any reported skills shortages in your province and what organizations might be doing to handle the situation.



Discussion: Ask students to identify the labour market for certain jobs or occupations in your city. Be sure you include at least one that may have all of Canada as the market or even North America. Also ask students to identify different occupations for which the labour market may have an oversupply or an undersupply.

The following relate to LO 3: 

Discussion: Using Figure 5.2, go through the recruitment process, emphasizing the link to planning. Highlight that there are different recruitment sources—internal and external—and that most organizations use a combination of both. Ask students to share their experiences with these different recruitment sources.



Discussion: Ask students, if they were recruiting, if they would prefer to do so from within their organization or if they would prefer to look outside the organization.

Encourage students to explore the options and the strategic consequences of their choices.

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

Discussion: Ask students to describe any experiences they have had with a job posting system. Get them to explain what they believe to be the advantages and disadvantages of such a system

The following relate to LO 4: 

Activity: Ask students review the sources of external recruitment and to list these sources from their most to least preferred. Students should write/explain why they selected this order.



Brainstorm: Have students brainstorm the ways and means that an organization in their local community may be able to recruit a more diverse workforce.



Discussion: Social media is becoming more and more important as a tool to recruit employees. Probe students about their views on this approach. Ask students if they use social media as a tool to find jobs, and what their experiences have been.



Discussion: Ask students what their experiences have been with any of the suggested recruitment sources. Determine if there is a particularly useful one for students in their area.

The following relates to LO 5: 

Activity: To help students better understand the concepts of reliability and validity, ask them to identify the 2 to 3 skills that might be needed to be a cashier at a grocery store.

Next, get students to describe how that skill might be measured. Students might identify a skill that isn’t necessary, such as being able to fix the cash register. If this happens, use it to reinforce the notion that the skill required needs to be related to the job.

The following relate to LO 6: 

Discussion: Ask students about their recent experiences with application forms. Have they been asked to fill these out? If so, do they think they are useful or do they find the process frustrating? Encourage students to explain their responses based upon their experiences.



Discussion: Using Ethics in HRM 5.1, probe students on their opinions about inflating their education, skills, experience, etc., when applying for work. Do they think this is acceptable? What are their reasons?



Group assignment: Flowing from the discussion on ethics above, ask students to prepare a resumé that they would use to seek employment at a well-known organization in your city. Working in small groups of 3 to 4, have students review their resumés and make suggestions for improvements. You can then ask students to identify what some of the more common suggestions were. This will help students better understand the importance of a well-prepared resumé as a tool to help them describe their qualifications and © 2023 Cengage Learning Canada, Inc.

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achievements. Ask students also to share their previous experiences with resumé preparation.

The following relate to LO 7: 

One-minute paper: Using Toolkit 5.2, ask students to develop an appropriate BDI question for a customer service person in a hotel (or use a job that is prevalent in your community).



Discussion: Using the above example of selecting a front-desk person in a hotel, ask students to develop 2 to 3 situational interview questions. Toolkit 5.3 can be used as a guide for this exercise.



Discussion: Review with students the guidelines for effective interviewing. Ask students to share their experiences—both good and poor—with any employment interviews they’ve had. Out of all the guidelines, which one appeared to be the most problematic for them during an interview?



Discussion: Review Figure 5.3 to reinforce the importance of the actual wording of the question to ensure that the question doesn’t create a discriminatory situation from a human rights perspective.



Group exercise: Using HRM and the Law 5.1, have students work in small groups answering either one or both of the critical thinking questions. Debrief the small group answers with the entire class.

The following relate to LO 8: 

Discussion: Ask students to consider the use of job sample tests as objective sources of information about the person’s ability to successfully do the job. What might be the problems with this? Ask students to explain their reasons.



Group exercise: With students working in small groups of 4 to 5, ask them to devise a job sample test for a job familiar to them, such as a cashier at McDonald’s.



Group exercise: Using Toolkit 5.5, have students work in small groups and write 5 references questions that would be suitable for a job that the class has agreed upon (for example, you could use the job of University Professor).

The following relates to LO 9: 

Activity: Review Toolkit 5.6 and walk though some numerical examples and calculations with students. Emphasize the important role of metrics in strategic HRM.

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ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a class ask a student to summarize the key points from the lesson.

REFLECTION ON TEACHING 25. What worked? What didn’t?

26. Were students engaged? Were they focused or did they go off on tangents?

27. Did my assessments suggest that they understood the key concepts?

28. What could I do differently next time?

29. How can I gather student feedback?

30. How can I make this more relevant to students?

ADDITIONAL RESOURCES Opening Vignette Susan Webb, President and co-founder of VoX International, realizes that recruitment and selection can easily become an emotional process that is based upon gut feeling instead of logical and careful planning and processes. As the company has grown, Webb has recognized the importance of hiring people with the right experience, competencies, and skills to best serve their customers and work with other employees.

Lecture Outline Learning Outcome #1

Discussion

Presentation Slides 5 – 7

Using the critical thinking question posed on Slide #5 will help frame the material that will be addressed throughout Chapter 5. This question will help students share their own experiences and understanding of the interview process.

Definition Review the definition of human resource planning with students. It is important that students understand that this boils down to having the right people, doing the right things, in the right places, at the right time.

Human Resource Planning Describe the link between employees as a competitive advantage and the need for business planning. In business planning, remind students that they will be identifying what the company will do, and needs to do, in the future. This also relates to human resource planning in that the

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line manager must ensure the right people are doing the right things at the right time. Emphasize the need for planning, given the dramatic shifts that are occurring in the demographics of the workforce. Also, reinforce that planning is important even during the economic difficulties of recent years.

Learning Outcome #2 Approaches to HR Planning

Presentation Slides 8 – 9

Review the various types of HR Planning, both quantitative and qualitative. Discuss why an organization may choose to use one or more of these methods. Review Figure 5.1, which outlines the HR Planning Steps.

Outcomes from HR Planning

Presentation Slide 10

Review that the main outcome of HR planning is to achieve a usable balance between the demand for and supply of employees. It is here that organizations can see the results of good HR planning, which will also be impacted by the general economy. Outcomes could be a shortage or labour or an oversupply of labour.

Learning

Outcome

#3 Recruitment

Presentation Slides 11 – 13

Explain that recruitment is a process of locating and encouraging potential applicants to apply for jobs. Further, describe that the purpose is to have a large pool of qualified people to work in your organization.

Review Figure 5.2 and ensure students understand that these are the steps in sourcing qualified candidates that can fulfill the requirements of any organization.

Review the definition of employment branding and the impact this has on an organization’s ability to attract job applicants.

Internal Recruitment

Presentation Slides 14 – 16

Discuss the various sources of internal recruitment: human resources management systems, succession planning, and job postings.

Students need to understand that there are potential benefits of recruiting from within an organization. Promotion serves to reward employees for past performance and is intended to encourage them to continue their efforts. This can also help to advance an organization’s diversity initiatives as members of designated groups who have had difficulty finding

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employment and have often faced even greater difficulty in advancing will be given greater opportunities. Transfers can also serve to protect employees from layoff or to broaden their job experiences, and the transferred employee’s familiarity with the organization and its operations can eliminate the orientation and training costs that recruitment from the outside would entail; the transferee’s performance record is likely to be a more accurate predictor of the candidate’s success than the data gained about outside applicants.

Potential pitfalls of internal recruitment include lack of access to enough people with the required specialized training or expertise, there may not be enough internal people with broad enough experiences, and it can be difficult to change the organization’s culture if no new/external people are brought in.

Learning Outcome #4 External Recruitment

Presentation Slides 17 – 19

Explain to students that an organization may choose to seek job candidates from outside of the organization. Labour market conditions will impact this decision.

The ―labour market‖ is the geographical area from which an organization will recruit externally.

It will vary depending on the types of jobs to be filled and the salary to be paid. Describe the many cases where the labour market is fairly close in proximity but, with certain occupations (such as computer programmer), the labour market can be worldwide.

Sources for External Recruitment to be reviewed: Advertisements—Explain that this is one of the most common methods and will include trade journals, as well as newspapers, e-mail, radio, and websites. Inform students that the HR professional is usually responsible for handling the advertisements, but that this is done jointly with the line manager. Because many organizations do not have an HR professional, it is important for line managers to understand the effectiveness of advertisements.

Internet—Explain that the most significant influence of technology on recruitment has been through the Internet. Describe the ease of use, speed of retrieval, and reduced costs from more traditional recruitment methods. However, remind students that this is a form of advertising.

Social media—Sites such as LinkedIn, Twitter, and Facebook are being used as points of contact to reach potential job applicants.

Employment agencies—Describe some of situations in which an organization is willing to pay a fee to find a suitable candidate. Also, ensure that students understand that employment agencies can be used to find temporary staff. These agencies also include executive search firms.

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Educational institutions—Explain that these institutions are frequently excellent sources of applicants, particularly if the institution has a focus on applied skills for today’s workplace.

Open houses and job fairs— Employers will use these methods when a large number of new employees are required. Many seasonal employment opportunities, such as those at summer resorts or ski resorts, will use open houses each year.

Employee referrals—Inform students that not only will many organizations encourage existing employees to refer other qualified individuals, but many organizations will also now pay a fee if someone is hired. This has been a particularly effective recruitment source in the high-tech industry and continues to be, even though there has been a slowdown in high-tech recruitment in the last year or so. Caution students that this may lead to systemic discrimination if this is the only method ever used, for each and every recruitment process, that the company instigates.

Unsolicited applications and resumés—Explain that organizations receive applications from individuals who may or may not be qualified. In the process of developing a job-search strategy, individuals will be encouraged to contact organizations and explore potential opportunities that may match their skill sets. It is important for organizations to remember that the way in which an unsolicited application is treated may signal how valuable the organization feels its employees are or how it regards a potential customer.

Professional organizations—Explain that bodies such as the professional engineers’ or nurses’ associations frequently have placement services that are beneficial both to their members and to potential employers.

Unions—Explain that many blue-collar unions maintain a ―hiring hall‖ that can supply skilled labour, particularly on relatively short notice.

Explain that, similar to internal recruitment, external recruitment also has potential benefits and pitfalls. Potential benefits: you can hire a person with a broader perspective and range of experiences and advancement of the company’s DEI initiatives given the larger pool of candidates to draw from.

However, one of the major pitfalls is that you have no first-hand information on the person’s performance. Likewise, the person may not know your industry or company, and therefore requires a more extensive orientation and training period. Another disadvantage may be that the salary level restricts who would be interested in joining a company. As well, external recruitment can be costly.

Overall Recruitment Considerations

Presentation Slide 20

When recruiting applicants, organizations must be sure to meet all legal requirements, as addressed in Chapter 2. This requires attention to bona fide occupational qualifications and system discrimination. Also, as organizations continue to develop diverse workforces, employers will often focus on attracting staff in communities of different ethnic and cultural backgrounds.

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Also as discussed in Chapter 2, employers that fall under the federal employment equity legislation are expected to have a recruitment program that focuses on the designated groups of women, visible minorities, people with disabilities, and Indigenous Peoples.

Learning

Outcome

#5 Selection

Presentation Slides 21 – 23

Explain that with companies now focusing more on the human side of the organization, greater attention is being given to the selection process than ever before. Stress the idea that the selection decision is the responsibility of the line manager, with the HR professional playing a supportive role. The HR practitioner wants to ensure that the line manager has the necessary ―tools‖ to make the best decision for the organization.

Emphasize that ―selecting‖ is a decision-making process. Explain that the effectiveness and success of the selection decision lies in having the right people with the right skills in the right job at the right time.

Point out the importance of having good information about the job and the applicants in order to make the best match between the person and the work to be done. Stress that the purpose of obtaining information about job applicants is to be able to predict their success in your organization.

Also, explain that the ability to best match the people with the job also depends on an understanding of the organizational culture and any constraints that the organization has.

Introduce the concepts of ―reliability‖ and ―validity‖ when gathering information from applicants. Explain that information is reliable only if the tool or technique to gather the information yields comparable data over time. For example, a measuring cup or a ruler is only ―reliable‖ if you can get the same information about volume or length over time.

Validity means the tool or technique must be able to predict or measure a person’s ability to be successful doing that work. Emphasize that if a selection tool is going to be challenged (such as in a human rights complaint), it will usually be based on the concept of validity.

Explain that when having the appropriate tools and techniques to make selection decisions, it is necessary that they be both reliable and valid.

Learning Outcome #6 Information About Applicants

Presentation Slide 24

Mention that there are a number of sources that are both reliable and valid to gather information about the candidates’ potential for success in your organization. The most common ones are application forms, resumés, and interviews.

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Application Forms and Resumés—Information contained either in application forms or resumés provides a quick overview of the person’s qualifications and experience. However, it is critical that the application form does not violate any human rights legislation. Therefore, it is important to review and revise the forms as often as necessary.

Students may also need to prepare a resumé to submit to a prospective employer. As noted in the textbook, the resumé contains information about education, previous work experience, and volunteer activities or interests.

You may also want to address the importance of a cover letter and the expected contents within this document.

Interviews also provide information about job applicants. This will be discussed in more detail next.

Learning Outcome #7 Interviewing Methods

Presentation Slides 25 – 29

Clarify that interviews have traditionally played a very important part in the selection process.

Interviews continue to be a prime source of information about an applicant, even though current research suggests that their validity may be questionable.

A number of different types of interviewing methods are used. Remind students that the purpose of the interview is to gather relevant information to determine if the person has the required KSAs (knowledge, skills, and abilities) to be successful in your organization. Reinforce that the questions used during an interview must also be legally defensible. 

One-on-One: Explain that the first face-to-face interview occurs between the applicant and the interviewer. Also explain that there is a growing trend to have several applicants in at one time for a face-to-face with a sole interviewer.



Panel: Explain that a panel interview involves several people who question and observe the applicant. Panelists then review their observations and reach a consensus on the suitability of the applicant.



Telephone: Explain that this is becoming a common form of interviewing, especially if people in another province or country are being considered.



Technology-based: With the growth and sophistication of computer technology, many organizations use Internet-generated questions to help with the interview process. This provides the company with a quick way to summarize responses to standardized questions and determine if they wish to do any further interviewing of the applicant.

Interview Questions

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There are a variety of types of interview questions that can be used for any of the methods described above. Listed below are the typical ones.

Structured question: Remind students that the objective of an interview is to gather data for making the selection decision. Therefore, treating the interview process as an investment encourages managers to prepare. Using structured questions provides consistency as well as the ability to compare candidates by using a set of standardized questions with an established set of answers. Explain that such an interview can provide good information as well as reduce the possibility of legal challenges of discrimination.

Within the structured questions, the behavioural description interview (BDI) is currently the most popular type of interview question. Recent research suggests that the best predictor of future performance is past performance.

Unstructured questions: Explain that some people and organizations prefer a more organic approach to interviewing and therefore will use very unstructured questions, allowing the candidate to take the response in whatever direction they wish. The use of unstructured questions can provide some information about the applicant’s attitudes and feelings that perhaps would not be gathered using structured questions.

It is important for students who are, or may be, supervisors to understand how necessary it is for them to be well prepared when they are interviewing applicants to join their work unit. Help students appreciate that an interview is more than just a friendly conversation.

Explain that using situational questions is an approach that provides the applicant with a given hypothetical incident and then asks the applicant to respond to it. As indicated in the textbook, the answers are compared against pre-established benchmark answers.

Discussion Using the critical thinking question posed on Slide #27, ask students to develop a BDI question if they were interviewing someone who was applying to teach at your school. Ensure students’ questions are appropriate for the job (reliable and valid), and inquire about actual past behaviour that can be indicative of future actions.

Interview Guidelines Provide an overview of the points highlighted on the slides. These serve as good reminders for conducting legal and effective interviews.

Learning Outcome #8 Employment Assessments

Presentation Slides 30 – 32

Explain that employment assessments have been used for many years, and that they are continually reviewed to ensure reliability and validity. Encourage students to learn as much as possible about tests, particularly if they have negative views of such an approach. Remind

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students that an employment test is an objective and standardized measure of a person’s skills, knowledge, abilities, and characteristics. Stress that it is imperative that any employment test be reviewed from time to time to ensure that it is relevant to the work to be done.

Describe the following basic types of employment tests:  Cognitive ability tests: These tests measure general mental abilities such as numerical, verbal, or reasoning abilities.  Personality and interest inventories: Advise students that while these tests measure personal characteristics such as agreeableness or extroversion, they are questionable as a predictor of job performance.  Emotional intelligence/emotional and social competence: Explain that these are newer approaches, especially for leadership roles, and that they attempt to measure certain qualities that are important for success.  Physical ability tests: Point out that some jobs may be physically demanding, and therefore, it is important to know that the person has the physical capacity to handle the job.

Emphasize that any type of physical ability test must be related directly to the job; otherwise, the organization may be faced with a human rights challenge as to the ―validity‖ of the test.  Job sample tests: These tests ask applicants to do tasks that would be found on the job.

Examples given in the text include asking air traffic control operators to read a map or having a machine operator cut a piece of metal using a pattern.  Substance abuse (drug and alcohol testing): Inform students that the Canadian Human Rights Commission has taken a position that only job-related testing may be done, usually in relation to safety, drugs, and/or alcohol. Further remind students that addiction to drugs or alcohol is considered a disability and is expected to be dealt with through accommodation. This continues to be a ―grey‖ and contentious issue, which will be explored in greater detail in Chapter 9.

Reference checking is also an important part of assessing a person’s suitability for employment with an organization. References provide another ―picture‖ of the job applicant.

Often, employers will want to know how well the applicant performed in previous work settings. Conducting a telephone reference with former supervisors frequently does this.

Reinforce the necessity to ask well-structured questions to ensure the appropriate job-related information is obtained. Explain that in some organizations, due to protection-of-privacy legislation, the job applicant may be asked to sign a reference-check permission form. This is also a protection for the job applicant so that only the names of people listed are contacted for reference information. Using social media sites for reference checking/finding information about job applicants, while not fully legal, is being done by employers.

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Learning Outcome #9 Making the Hiring Decision

Presentation Slides 33 – 35

Stress that information gathered from the applicants will have to be summarized and then compared against the job specifications. A useful approach to ensure that the criteria being used are defensible is OUCH: Objective, Uniform in application, Consistent in effect, Has job relatedness.

Emphasize that in making the decision, you may need to consider a number of factors.

Motivation-based interview questions are another tool to help determine how a job applicant will ultimately perform in the job. Reinforce the need for managers to be properly trained in making good selection decisions to ensure that they have the right people with the right skills in the right job at the right time.

Discussion Referring to HRM and the Law 5.1, spend time reviewing the critical thinking questions listed on Slide #34. Responses will vary based upon students’ experiences, motivators, and values.

For question 1, answers will vary. When answering, students should think about whether their school enables students with learning disabilities or observation of religious days to write exams in different ways. Does this seem okay? Have they ever needed special arrangements because of a particular situation?

When answering question 2, students should think about what they learned in Chapter 2 about discrimination and accommodation, and what employers have done to change some of their HR processes.

As well, Toolkit 5.6 provides examples of common metrics used to evaluate the effectiveness and efficiency of the selection process.

Summary Presentation Slide 36

Discussion To bring the material presented in Chapter 5 to a close, ask students to answer the critical thinking questions posted on Slide #36. This will help students to realize that they should plan ahead for their own goals and should strategically be developing potential references long before they need them. Students should explore creative ways to acquire references (group members, teachers, through volunteer roles, etc.) from people who can comment on their knowledge, skills, and abilities that will be applicable for the job they are applying for.

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Presentation Slide 37

Running Case: This Makes Scents (Part 2) Invite students to read Part 2 of the running case, which provides an update regarding Jessie and Ashton’s business. They are wondering about the best way to conduct job analysis, and they are also considering hiring new employees. If they do, they want to determine the most effective way to conduct this recruitment and selection.

Answers to the critical thinking questions at the end of Part 2 of this case are provided later in this document.

Emerging Trends Before moving on to the end-of-chapter materials, you may wish to review Emerging Trends 5.1 with students. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1. How could VoX International enhance its HR planning so that recruitment and selection are not always done in response to changing or new customer demands?

VoX International needs to approach HR planning in a more strategic and proactive manner.

Systems and plans should be put in place to ensure that this occurs on a continuous basis and not just when someone new needs to be hired.

2. Should VoX International use employee referrals as a recruitment strategy? Why or why not?

This could be done, as current employees may know people with suitable knowledge, skills, and competencies. Further, current employees will have a good idea of who will fit into the current company culture, work well with others, etc. A possible referral bonus program could be implemented. However, VoX International also must monitor this and ensure that systemic discrimination is not occurring. Such an approach may also hamper any diversity and equity initiatives.

3. What employment tests could VoX International use when selecting a new account manager?

Examples include cognitive ability tests, job sample tests, personality and interest inventories, and emotional intelligence/emotional and social competence assessments. It is important that any/all testing is job-related. © 2023 Cengage Learning Canada, Inc.

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4. Susan Webb indicates that she wants to hire people with the right personality. Is this a legally allowable and defensible requirement?

Personality and interest inventories are legal, but they must be psychometrically tested/ psychometrically sound and shown to be linked to job requirements. These tests must be administered and evaluated by trained and certified professionals.

Wanting to hire ―the right personality‖ could be problematic and Webb should be encouraged, instead, to be clear about the required knowledge, skills (competencies), and abilities—all shown/reflected through someone’s behaviour and accomplishments.

Critical Thinking Questions 1. You recently applied for work at a medium-sized clothing store as a full-time salesperson. Part of the screening process will include a group interview with some of the people you would be working with. What questions do you think they will ask you? What questions would you ask them?

The company will probably ask questions regarding previous experience and education, and to assess how well you will fit into the organization. You would probably use specific behavioural descriptive interviewing questions and/or situational questions. You may also wish to create a specific example of each.

The questions that you might ask would include asking about management style, employee involvement, opportunities for growth, and other more substantive probing about the company and its culture.

2. When a labour shortage is experienced, a company may ask current employees to work overtime. What are the legal and ethical considerations of this strategy? How long would this type of strategy be sustainable?

Employment standards laws must be followed for appropriate pay. As well, depending on the company’s approach to work–life balance, the company may be giving mixed messages to employees. Probably the length of time for such an approach would be very short term and unpredictable.

3. A candidate may be unwilling to relocate due to family obligations and considerations. Is it viable for an organization to offer employment to both the candidate and their spouse in order to employ the chosen candidate? What are the strategic, ethical, and legal considerations?

There may be nothing strategic, ethical, or illegal about doing this. On the other hand, it may be an unwise business decision if the company cannot make use of the spouse’s talents. Also, there could be perceived favouritism by other employees, which would be an ethical consideration.

Finally, the only time a legal consideration might have an impact is if one of the individuals had to be terminated—the company would not be in a position to terminate the other.

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4. You recently applied for a barista position in a local coffee shop and have been asked to supply the names of references. Who would be your references? Why did you choose these people?

Ensure that you have confirmed what your selected references would say and be clear as to why you chose these people.

Building Your Skills All exercises are designed for use in class. Exercise 1 provides a tremendous opportunity to learn how to use Excel and how to extract employee data from a spreadsheet. The video may be assigned outside of class, and then students could work together on developing and using a spreadsheet in class.

Exercise 4 provides an opportunity to walk through ratio calculations with students, again highlighting the importance of metrices.

NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: Unfriendly Ghosts 1.What could be the reasons why Mariah is being ghosted by job candidates?

Given that it is a job-seeker’s market, Mariah should examine what is, or is not, making the job enticing to candidates. Possible reasons include salary, hours of work, working conditions, etc.

Mariah should also think about the recruitment and selection processes she is using.

2. What questions would you ask Mariah about the recruitment and selection processes she is using in order to provide advice about how to improve the outcomes?

It is important to know where Mariah is posting the job opportunities, the content of the postings, and the questions she is asking during the phone interviews. Is there something that is occurring in the initial phone meetings that is turning candidates off?

3. Should Mariah discontinue video interviews and only use in-person meetings? Why or why not?

Students will have varying opinions. Discuss the pros and cons of video and in-person meetings.

Considerations could include health and safety concerns, convenience, ability to ―sell‖ the company, and opportunity and ability to get to know the candidate.

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Case Study 2: What Went Wrong?

1. Going forward, what method of HR planning should Joseph use to ensure that he is not surprised when people suddenly quit, thereby causing problems due to significant gaps in the workforce?

Quantitative and qualitative methods could be used. Looking at turnover trends, hiring trends, and general labour market conditions would be helpful and provide a more strategic approach.

It is important to continuously work with/speak with managers to find out if they know about potential resignations, as this would also assist in planning.

2. Should Joseph consider internal employees to fill the current junior analyst vacancies? Why or why not?

Students will likely present a variety of pros and cons to this approach. Use the information presented in the chapter to highlight the potential implications of this approach.

3. Why didn’t many students stop by the booth at the career fair? List 3 key reasons that can be determined based upon information provided in the case.

A variety of reasons exist, including: the booth was boring (i.e., not visually appealing), students did not recognize the company (i.e., no employment brand exists), students may have wanted give-aways, students could have felt intimated approaching strangers, or the career fair wasn’t geared toward people seeking technical/IT positions. Students should be encouraged to brainstorm various reasons and share their own experiences attending career fairs.

4. Based upon the 3 reasons you have selected, what might Joseph do differently to address each issue if the company were to attend a career fair again?

Based upon the responses given to the above noted questions, students will provide a variety of ideas and suggestions. Students should be encouraged to think about targeted recruitment efforts (i.e., attending appropriate career fairs), and that recruitment has a lot of overlap with marketing (i.e., must make their company and employment brand enticing to potential applicants).

RUNNING CASE: THIS MAKES SCENTS (Part 2) 1. Is meeting with each employee individually the best method of job analysis? What other method(s) could be used and why?

Meeting with each employee could become time consuming and costly. As well, conflicting information may be obtained. Students should explore other methods (i.e., questionnaire or focus groups) and discuss the advantages and disadvantages of the respective methods of job analysis.

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2. Should written job descriptions be developed for each employee’s position? Why or why not?

Job descriptions, when done correctly, will help Jessie and Ashton have a better understanding of employees’ jobs and will help with other human resources management systems, practices, and policies, such as recruitment, selection, training, performance management, and compensation. However, job descriptions quickly become out of date, and keeping them current and relevant could become problematic. You may wish to see if there are other pros and cons, given the size of the company.

3. If an inventory specialist is needed, should Jessie and Ashton hire Ashley for this role? Why or why not?

Problems pertaining to optics should be discussed. If this is seen as nepotism, then other employees could become unhappy. Furthermore, without knowing if other applicants (both internal and external) are better qualified, hiring Ashley could, although appearing to save time and money, in the long term, be costly as the most qualified (―best‖) person for the job was not hired.

4. If external recruitment is used, where should Jessie and Ashton advertise this opportunity?

Students should provide a variety of options based upon the information detailed within the textbook. Some of the sources could be advertising in the local newspaper, using social media, educational institutions, and employee referrals. Considerations to timing, cost, and effectiveness should be considered.

5. Who should be involved in interviewing people for any new positions? Why? The likely choice will be Jessie and Ashton as they are both familiar with the work that needs to be done in this job. Consideration may be given to involving other employees, who will be working directly with the inventory specialist, at some point in the selection process.

6. What other key recruitment and selection considerations should Jessie and Ashton address?

Others could be the ability to pay for this new person, labour market conditions, developing and reference checking questions, possibly using assessment tests, and documenting the process to ensure effective, efficient, and legal decision making regarding the hiring decision.

CHAPTER 6: Orienting, Training, and Developing Employees

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Consider using MindTap for this book to help engage your students and improve outcomes.

MindTap is the platform that gives you complete control of your course—to craft personalized learning experiences that challenge students, build confidence, and elevate performance.

Access everything you need in one place.

Cut down on prep with MindTap’s preloaded, organized course materials. Teach more efficiently with interactive multimedia, assignments, quizzes, and more. And give your students the power to read, listen, and study on their phones, so they can learn on their terms, by downloading the Cengage Mobile App from the Apple or Google Play Stores.

ESSENTIAL OUTCOMES The recruitment and selection of employees represent only the initial stages in building an effective workforce. New employees must be oriented to the new organization, while new and existing employees must be provided with the necessary training and development in order to strengthen their skills. In rapidly changing environments, employees need continuous training to hone their skills and knowledge. Also, an attitude of self-development must be fostered in employees that will ensure there is transfer of training to workplace situations. It is also important that the individual continues in a process of self-assessment and self-management of on-the-job competencies.

In this chapter, a systems approach to training is presented and used to discuss the principles and methods commonly used for training all levels of employees. Also included is an introduction to the psychology of learning so that the student appreciates that effective training depends on more than the mere development of certain types of training and development programs. In addition, there is a discussion on career development and the need to link both organizational and individual needs.

LEARNING OUTCOMES After studying this chapter, students should be able to 1

Describe the benefits of employee orientation.

2

Outline the steps in the instructional systems design approach (ADDIE) to training and development.

3

Describe the components of a needs assessment.

4

Explain the 3 key issues that should be focused on during program design.

5

Discuss various types of training methods.

6

List 4 methods to evaluate training.

7

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career development.

KEY CONCEPTS     



Characteristics of an effective orientation process Definitions of orientation, training, and development Systems approach to training and development Principles of learning Types of training and development methods Importance and role of career development

STUDENT MOTIVATION Students are currently in a learning context, and the materials covered in the chapter can assist them in better understanding how learning takes place. This should ultimately help them to enhance their own learning experiences.

Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING Students may feel as if they are forced into their learning environment and may be resistant to exploring other aspects of learning. Students may have had limited exposure to the strategic process behind training and development and may have limited understanding of the various types of training and development that are possible.

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ENGAGEMENT STRATEGIES Ways of engaging students at the outset of class: 16. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

17. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

18. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

The following relate to LO 1: 

Discussion: It is likely that most of your students are fairly new to postsecondary education. You may want to probe them about their introduction to the school: What type of orientation did they have? Also, engage them in a discussion as to how that helped or hindered them in getting familiar with their new learning structure.

Further, you may wish to use the section on ―Value of Orientation‖ to determine if the benefits of employee orientation can be applied to new students at school.



Discussion: Use HRM and the Law 6.1 to reinforce some of the materials from Chapter 3 and how effective orientation impacts safety in the workplace.



Group activity: With students working in groups of 4 to 5, ask each group to develop an orientation process for an organization with which they are familiar. Be sure that each group identifies who is involved, who will coordinate, what will be included, how it will be implemented, and over what period of time.

The following relates to LO 2: 

Discussion: While the instructional systems design approach to training and development will be discussed in detail, use Figure 6.2 to provide the overview to students. You may wish to ask if they feel that the course they are taking has a ―systems approach.‖

The following relate to LO 3: 

Activity: Create a hypothetical organization and ask students to list all of the factors that could affect the training needs of the organization. List the factors on the board or flip. chart. You may also want to use Toolkit 6.2 as a checklist for what the students have generated.

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

Discussion: Ask students if they have ever had training at/through their employer that they didn’t find useful. Why do they think this happened and how could it be prevented from happening to other people?



Discussion: You may also wish to use Ethics in HRM 6.2 as a discussion topic and seek students’ views on whether training ought to be mandatory or voluntary.

The following relate to LO 4: 

Activity: Ask students to work in small groups. Using the principles of learning, each group is to describe each principle as it would relate to designing a training program to teach someone to ride a bicycle. Be sure that students give concrete examples of each principle.

The following relate to LO 5: 

Discussion: Using Toolkit 6.3, review the proper way to do on-the-job training.

Emphasize that this is a simple and sound way to consider training, particularly in small businesses. Ask students to share their experiences with being trained on-the-job.



Discussion: Ask students to share their experiences with co-operative and/or internship programs. Would they recommend this type of experience to others? Why or why not?



Discussion: Review Ethics in HRM 6.1. Use the critical thinking questions to facilitate a discussion about the ethics around internship programs.



Discussion: Ask students to share their experiences with self-directed learning. Would they recommend this type of learning to others? Why or why not?



Activity: Point out that the textbook uses case studies to help students understand the concepts in each chapter. If you haven’t used the case studies, this would be a good time to introduce a case study and/or the running case that is used throughout the text. Have students work in small groups, reading the case and then answering the questions at the end. Compare the answers of each group with the entire class.

The following relate to LO 6: 

Discussion: Review the section on evaluating training programs and probe students on whether learning in a classroom can be evaluated using the same criteria. Determine if there is any consensus. You may also wish to engage in a discussion as to what might be changed in the classroom to ensure ―learning.‖



Activity: Using Figure 6.3, review how to calculate ROI on a particular program.

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The following relate to LO 7: 

Discussion: Ask students their opinions regarding the responsibility of the organization and the responsibility of the employee in career development.



Discussion: Using Toolkit 6.4 as a starting point, discuss the qualities of a mentor. Ask the students if these same qualities would apply to the person being mentored (―mentee‖).

Through discussion, identify if there are any other qualities that need to be considered.

ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a class ask a student to summarize the key points from the lesson.

REFLECTION ON TEACHING 31. What worked? What didn’t?

32. Were students engaged? Were they focused or did they go off on tangents?

33. Did my assessments suggest that they understood the key concepts?

34. What could I do differently next time?

35. How can I gather student feedback?

36. How can I make this more relevant to students?

ADDITIONAL RESOURCES Opening Vignette This is a story about Adam Smith, Manager of Learning and Development at Canadian Pacific Railway. He describes the evolution of his approach to, and understanding of, learning and development. Adam Smith recognizes the links between tools, learning, and cultural accountability, and acknowledges that adult learners must be treated with respect. Further, he states that any learning initiatives must support the strategy of the business.

Lecture Outline Learning Outcome #1 Presentation Slides 5 – 12

Discussion Use the critical thinking question posed on Slide #5 as a way to commence discussions about students’ previous learning experiences. This will help to frame the material that is discussed in the chapter and will help students use this information within their own context and understanding of what it means to learn.

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Definitions and Orientation Review the definitions for orientation, training, and development. While the words ―training,‖ ―development,‖ and ―learning‖ are frequently used interchangeably, review the definitions used in the book. Stress that the scope of training and development can include any activities that increase the abilities and capabilities of the employees.

Explain that an orientation process, which is the first form of training an employee can receive, can facilitate successful entry of the new employee quickly into the organizational culture and their new role. Review the values of orientation.

Remind students that since organizations are constantly changing, they may need to constantly reorient employees to changing business circumstances. Also, explain that orientation is a cooperative venture between the supervisor and HR professionals. Stress that the supervisor is key to an employee being successfully oriented to their new work and the organization. It is the supervisor to whom the employee will turn for information about what is important. Emphasize that the manner in which a supervisor acts and behaves will set the tone for employees as to what is acceptable and not acceptable.

Explain that, like any other HR process, careful planning of the orientation process is required. It is important to identify the goals of the orientation and to ensure that the methods used achieve their goals. Since it is important not to overlook anything, it is helpful to encourage supervisors to use a checklist.

Discussion Use the critical thinking question on Slide #12 to facilitate a discussion that links to the material and concepts about orientation that have been addressed thus far in the lecture.

Learning Outcome #2 Training and Development: Instructional Systems Design (ADDIE)

Presentation Slide 13

Review the 5 steps within the systems approach to instructional system design. Each of these steps will be discussed in greater detail in the upcoming slides.

Learning

Outcome

#3 Phase 1: Conducting the Needs Assessment

Presentation Slides 14 – 15

Describe the importance of determining whether training is necessary before deciding on what training to deliver. To determine the needs, information about the organization is considered: what are its business strategies and its environment, what impact might technology have, what is the financial picture of the organization. It is through this step that the organization determines whether training is required to ensure its employees can achieve organizational results. Explain

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that this is a similar process to any type of planning—identifying the gap between what is and the desired state.

It is important to review that needs assessment occurs at three levels: Organizational, Task, and Person.

Learning Outcome #4 Presentation Slides 16 – 20 Phase 2: Designing the Program Explain that after the training needs have been identified, the organization will then design or purchase the necessary training programs. In doing this, it is important that the following four related issues are considered.

Instructional goals state the desired outcomes of any training program. You need to answer the question of what skills, knowledge, or behaviours you want employees to have.

Trainee readiness and motivation are focused on whether or not the person will get value from the training.

Learning principles refer to knowing and understanding what characteristics of training programs help employees grasp new material, make sense of it, and enable the employee to make use of the training on the job. Emphasize that the manager can play a pivotal role in ensuring that the learning principles are adhered to.

Discussion Review the learning principles on Slide #17 and use the critical thinking question on Slide #18 to ask students to share which principle is most important to them as a postsecondary learner.

Compare responses and ask students to think about why there are a diversity of responses, and how this impacts course design in your school.

Phase 3: Developing the Program Developing means that after training needs have been identified and the program has been designed, the next step is to create the content. This involves various processes, such as writing the lesson plans or creating the online subject matter and supporting technological platforms.

During this stage, the proposed training should be tested on a group of employees, reviewed by a subject matter expert, or benchmarked against other programs that have achieved desired outcomes. The goal is to ensure that the planned training will deliver the required results.

Phase 4: Implementing the Program Implementing involves examining which method should be used, as this has a great bearing on the success of any training and development program. Some of the methods, such as a classroom

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lecture, have a long history. Newer methods, such as role-playing, have emerged over the years out of a greater understanding of human behaviour, particularly in the areas of learning, motivation, and interpersonal relationships. More recently, technological advances, especially in computer hardware and software, have resulted in training devices that in many instances are more effective and economical than traditional training methods.

Characteristics of trainers have a great bearing on the success of any training program.

Therefore, it will be important for an organization to have trainers that understand the subject and are well-prepared, good communicators, enthusiastic, and have a sense of humour.

Learning Outcome #5 Training Methods

Presentation Slides 21 – 24

On-the-job training (OJT)—This is a method in which employees learn through hands-on experience, with instructions from either a supervisor or from someone who fully understands the procedure or process. Explain that this is a very common method of training, particularly with new employees.

Apprenticeship training—Explain that this is similar to OJT, but that it is typically used for people entering crafts such as plumbing, electrical, and carpentry.

Cooperative training and internship programs—Explain that this type of training is designed to help students bridge the classroom experiences with work experience while a student is in school.

Classroom instruction—Inform students that this method is primarily used to give out factual materials to a large group of employees.

Self-directed learning—Explain that in this this type of learning, individuals work at their own pace.

Audio-visual—Explain that this method is used to teach certain skills and procedures, such as coaching an employee or assembling electronic equipment.

Simulation—Explain that this method is used when OJT would be dangerous, such as teaching a pilot how to fly a highly sophisticated plane.

E-learning—This approach has the employee interacting with technology, now usually Internetbased technology, in order to take in the training information. This can be a very flexible way of having large numbers of employees at remote locations learn information quickly. Inform students that e-learning is an outgrowth of CBT and has the advantage of being able to update materials quickly and therefore ensure that the training materials are current at all times. Because using the Internet requires the ability to search, compare, and make sense of large amounts of information, these skills can form the foundation for other skills such as troubleshooting,

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problem-solving, and analytical thinking. With the sophistication of network communications, e-learning can also bring geographically remote workplaces into direct interaction.

Special projects or tasks—This is similar to on-the-job training in which the person is observed and learns from their mistakes. Emphasize that this type of development must be well-organized and challenging for it to be effective.

Seminars and conferences—Explain that this type of development relies heavily on member participation. It is a good way to raise points for discussion and provide an opportunity to debate an idea.

Case studies—Explain that this is a particularly useful way of learning where people gather facts, analyze the facts, and then make a decision based upon some business situation. This approach can be helpful in developing team interaction and problem-solving skills.

Management games—This is a method that gives players the task of making a series of decisions affecting a hypothetical organization. Explain that some colleges have business students participating in these types of games through competitions with other colleges.

Role-playing—Explain that this is a method of assuming the attitudes and behaviours—that is, ―playing the role‖—of someone else. This is quite popular in helping supervisors and managers improve their ability to understand others and thereby to deal more effectively with their staff.

Coaching—This occurs when a more experienced employee closely observes a less experienced worker over a short period of time and provides ongoing feedback to improve work performance.

Let students know that effective coaching will be discussed in more detail in Chapter 7.

Discussion Referring to Ethics in HRM 6.1, review the critical thinking questions listed on Slide #24.

For question 1, it would seem that these guidelines are detailed enough to determine whether compensation is paid or not. The purpose of the guidelines is to do just that.

Students’ responses will vary for question 2. Students should consider the rationale for paid or unpaid roles at a given company.

Students’ responses will also vary for question 3. When answering, students should consider how important work experience may be as they complete their education and move into employment.

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Learning Outcome #6 Phase 5: Evaluating the Program

Presentation Slide 25

Explain that this phase of a training program is often neglected. Why? Organizations frequently lack skill in developing a valid evaluation method. Others may lack the time or resources needed to conduct this phase, and some may simply not care to evaluate their training program.

Emphasize, however, that it is important for managers to ensure that they are getting the maximum value (return on their investment) of any training initiatives.

Method 1: Reactions—Explain that this is one of the simplest and most common approaches.

Participant reactions can give a quick indication of any trouble spots. Unfortunately, too many conclusions have been made based upon how people felt rather than whether there was changed behaviour or performance on the job.

Method 2: Learning—Highlight the importance of measuring whether the person learned from the training experience. Measuring the skill level before and after the training can determine the amount of learning that occurred.

Method 3: Behaviour—Underline the importance of determining whether or not the training has changed any behaviour in the work environment, especially if the nature of the training was very behaviourally oriented, such as learning to improve how an employee is coached.

Method 4: Results—Stress that organizations are increasingly being asked to prove the effectiveness of training by means of demonstrated results within the work environment. Explain that some of the TQM work of Deming has been applied to training and development initiatives through the Plan-Do-Check-Act method. Describe the role of benchmarking in assessing the results of training.

Training Focus

Presentation Slides 26

Recently there has been increased demand for a focus on training that helps employees with the basic skills and the ability to work in teams.

Even with this increased focus, there has been a noted decrease in monies expended on training in Canada. A recent Conference Board of Canada study suggested that, on average, Canadian employers spend roughly two-thirds as much as their American counterparts on employee training and education. Employers that took part in the Conference Board study said they invested an average of 1.4 percent of their annual payroll in structured, formal training and education.

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Learning Outcome #7 Career Development

Presentation Slides 27 – 29

With the increasing attention organizations are placing on training and development, it is important that employees take responsibility for their careers. Explain that most organizations view career development as a joint responsibility between the employee and the organization.

Employees need to ensure that they are acquiring the skills, knowledge, and capabilities to meet their career goals. The organization also needs to provide information about its mission and objectives, plus support for employee self-development. Stress that in order to integrate both employee capabilities and organizational needs, it is important to create a visible link between them.

Creating favourable conditions, management support, and goal setting: Some basic conditions must be present in order for any career development approach to be successful. Underline the need for management support and for setting clear career goals.

HRM Practices to Enhance Career Development To ensure that its career development program will be effective, an organization can implement various HRM practices. For example, a practice of job rotation can counteract obsolescence and maintain employee flexibility. Another practice that can aid development involves job transfers and promotions. A transfer involves moving an employee into a different job that is similar to the previous role in terms of responsibility and complexity. As such, although an employee may have to work in a new team or a new area of the company, thereby developing new skills and experiences, a transfer does not usually involve an increase in pay.

A promotion involves moving an employee into a more complex job that has increased responsibilities, and this role is typically higher in the organizational hierarchy; therefore, this move usually involves an increase in compensation and status. Promotions enable an organization to utilize the skills and abilities of its staff more effectively, and the opportunity to gain a promotion serves as an incentive for good performance. The two-principal criteria for determining promotions are merit and seniority. Often, the problem is to determine how much consideration to give to each factor.

Conclude the discussion on this chapter with an overview of the role that mentoring plays in career development.

Summary Presentation Slide 30

Discussion To bring the material presented in Chapter 6 to a close, using the critical thinking questions posted on Slide #30, ask students to think about how they could enhance their networking skills and what professional organizations they should be joining to enhance their training and development and career development. Encourage them to think about what it means to effectively network, and the value of building a community of people who can support career

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development. You may wish to link this to discussions about mentorship. You may also want to have guest speakers from a variety of professional associations (i.e., CPA, CPHR, HRPA) address your class regarding the value of student membership in these organizations.

Emerging Trends Before moving on to the end-of-chapter materials, you may wish to review Emerging Trends 6.1 with students. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1. Adam Smith talks about the link between training and productivity. What has been your experience with this?

Students will provide a variety of responses. Probe and encourage them to share why they have experienced training that has, or has not, increased their productivity. Link this to material covered throughout the chapter.

2. How could CP Railway evaluate the return on investment for its gamification training?

A variety of responses could be given, including evaluating/costing pre- and post-productivity or safety occurrences, participant feedback, and noted changes/improvements in employees’ behaviour.

3. Adam Smith recognizes that support for training and development must come from the top leadership. How can CP Railway ensure that this is done?

Using data and metrics (ROI) would help ensure that top leadership understands the value of training and development.

4. What specific types of future training should CP Railway focus on to ensure ongoing success?

Students will provide a variety of responses. Compare these suggestions to the Emerging Trends noted within the chapter.

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Critical Thinking Questions 1. What were the biggest challenges you experienced as a post-secondary student when classes moved to an online learning format during COVID-19? What were some of the benefits you encountered in this type of learning environment?

Students will have a number of responses. Determine if there are any themes. Also, if you have different generations of learners, see if there are any differences based on the generational cohort.

2. Your employer has approached you to assume a managerial role. Although flattered, you are also concerned about your ability to carry out the role successfully. What type of training or development might you want to help you succeed? What would be the ―core skills‖ and ―soft skills‖? ―Core‖ and ―soft‖ skills include mentoring, role-play, seminars, on-the-job experiences, and perhaps e-learning. Review Figure 6.1 to help with identifying the hard and soft skills employers are seeking.

3. What are some creative, and low cost/no cost, ways that an organization could make a new employee feel welcome?

Creative and low cost/no cost ways include a formal greeting and introduction to colleagues; offers of help and encouragement, including a specific time each week for questions or coaching; and other ideas listed in Toolkit 6.1.

4. What are some ways that you could enhance your networking skills? What professional association(s) could you join to increase your professional contacts?

Students will have a variety of answers. Encourage them to think about what it means to effectively network, and the value of building a community of people who can support career development. You may wish to link this to discussions about mentorship.

Building Your Skills Exercises 1, 2, and 3 are designed for use in class. Exercise 4 is for use outside of class, and results may be shared with classmates.

NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: Racial Bias Training at Starbucks 1. Do you think that Starbucks’ reaction to the incident was appropriate? What else could it have done as an immediate response to the incident?

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Encourage students to review Instructional Systems Design and align their responses to the 5 steps in this process.

2. Would unconscious bias training be useful at Starbucks? Why or why not?

Review the principals of unconscious bias training. The following article may prove helpful: https://shpr.legislature.ca.gov/sites/shpr.legislature.ca.gov/files/Emerson%20%20Unconscious%20Bias%20Training.pdf Students will have a variety of responses based upon their own experiences. Answers should align with the principles within instructional systems design. Ask students who have received unconscious bias training to share their experiences.

3. What steps should Starbucks take as follow-up to the initial training in order to display commitment to this issue and to ensure that employees remain informed about how to create diverse and equitable customer service experiences?

Help students to understand that training should not be used as a one-time initiative to fix a problem like this. Creating diverse and equitable customer service experiences needs to be built into the DNA of the company and align with other HRM systems, procedures, and policies.

Encourage students to think about ROI measures and ongoing learning and development that will reinforce the initial training. Discuss possibilities of including training in this area as part of orientation.

Case Study 2: E-Learning at Elevated Software 1. What is the 1st thing that Priya should do before proceeding with implementing online learning across the company? Why is this important?

Priya should conduct a needs assessment. It is important to know if training is actually required and will actually address the noted problems and issues. Further, it is important to know if the proposed online learning will help the organization achieve its strategic objectives. This needs assessment should occur at the organizational, task, and person level.

2. Given the increased complexity of employees’ work and the demand for certain competencies, will online modules be an effective way to train employees at Elevated? What other costeffective methods of training could be used?

Students will share a variety of opinions. A debate and discussion should be encouraged regarding the effectiveness of the proposed online modules. When suggesting other cost-effective methods of training, students should be encouraged to consider how the costing could be done and how a return on investment could be calculated.

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3. If online training is implemented, how can employees be motivated to utilize it?

A variety of possibilities could be noted. Students should be encouraged to refer to the concepts of trainee readiness and motivation that were addressed within Chapter 6.

4. If online training is implemented, how should Priya measure its return on investment?

As noted in question 2 above, students should be able to think through, and articulate, how the cost of various programs can be measured. From this information, return on investment calculations can also be done. At Work with HRM 6.1 and Figure 6.3 may be used to review how to calculate return on investment.

CHAPTER 7: Managing Employee Performance

Consider using MindTap for this book to help engage your students and improve outcomes.

MindTap is the platform that gives you complete control of your course—to craft personalized learning experiences that challenge students, build confidence, and elevate performance.

Access everything you need in one place.

Cut down on prep with MindTap’s preloaded, organized course materials. Teach more efficiently with interactive multimedia, assignments, quizzes, and more. And give your students the power to read, listen, and study on their phones, so they can learn on their terms, by downloading the Cengage Mobile App from the Apple or Google Play Stores.

ESSENTIAL OUTCOMES A properly planned and effectively implemented performance management system will contribute to improved organizational performance through improved employee performance. In this chapter, there is an extensive discussion of the purpose of managing performance and the ways and means to develop an effective system, including the actual performance review. In addition, there is a discussion of sources of review information and various performance review methods. The section on conducting a performance review includes some practical suggestions for this type of meeting and conversation with an employee. A section on improving performance, which includes a review of sources of ineffective performance, is also included in the chapter.

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LEARNING OUTCOMES After studying this chapter, students should be able to 1

Define a performance management system.

2

Explain the purposes of managing performance.

3

Describe the steps in an effective performance management system.

4

Identify possible reasons for ineffective performance.

5

Explain possible reasons why performance management systems can fail.

6

Describe the various sources of information regarding an employee’s performance.

7

Describe various methods to review performance.

KEY CONCEPTS     

Definition of performance management system Management practices necessary for performance management Sources of performance review information Performance review methods Performance interviews

STUDENT MOTIVATION Students receive feedback on their performance, whether directly or indirectly, in a learning environment. Further, students who are working may receive performance feedback at work. It is helpful for them to understand the ingredients of effective feedback and the various parts of an effective performance management system.

Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING Based on students’ experience or the experiences of other people in their lives, students may have had, or not had, exposure to performance feedback/reviews and a performance management system. It is possible that the experiences were negative, and therefore students believe that all performance management systems are poor and/or a waste of time.

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ENGAGEMENT STRATEGIES Ways of engaging students at the outset of class: 19. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

20. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

21. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

The following relates to LO 1: 

Discussion: Ask students about their experiences with performance management.

Determine how many students have had managers that they felt considered performance reviews as another task or something that they thought was important to the success of the organization and the employee.

The following relates to LO 2: 

Discussion: Review Figure 7.1 and ask students to rank the importance of the uses of performance management. You should encourage students to discuss, compare, and explain their responses.

The following relate to LO 3: 

Activity: Working in groups of 4–5, have students develop quantifiable and measurable performance standards for the jobs of University/College instructor, sales person, and customer service representative. Have each group share their suggestions and compare the lists.



Discussion: Review Ethics in HRM 7.1 and have students make suggestions on how an organization could measure ethical behaviour.



Discussion: Review Toolkit 7.1 and ensure students understand ways and means for effective coaching. You may also wish to remind students that effective coaching also contains elements of mentorship (Chapter 6). Ask students what the difference between a manager and a coach is, in their opinions.

The following relate to LO 4:

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

Activity: Review Figure 7.2. Working in small groups, ask students to share their own experiences with each of the reasons for ineffective performance.



Activity: Review Figure 7.2. Working in small groups, ask students to brainstorm what organizations can/should do in response to each of the noted reasons for ineffective performance.

The following relate to LO 5: 

Activity: Using Figure 7.3, review the various reasons that performance management systems fail and what steps can be taken to ensure that they are successful. Explain to students that some organizations, such as Accenture, GE, and Microsoft have eliminated the annual performance review by ensuring that all employees look at performance review as an ongoing activity every day and that the process is now fluid.

Working in small groups (4 to 5 per group), ask students to share their own experiences with each of the reasons why performance management systems fail.



Discussion: Review the following legal requirements for performance reviews:     

Employees should be given a copy of performance expectations.

Employees should be encouraged to actively contribute to performance review discussions.

Employees should have the opportunity to appeal or disagree with assessments about their performance.

Performance ratings must be job related (as determined through job analysis) and be based on observable behaviour and measurable results.

Managers should be trained on how to effectively evaluate, and provide feedback about, performance.

Ask students if these requirements seem reasonable, and to explain why or why not.

The following relate to LO 6: 

Discussion: Ask students to list the advantages and disadvantages of a self-review.

Would students want to do a self-review as part of their own performance management process? Ask students to share their ideas and opinions.



Discussion: Ask students if managers actually want to receive feedback from subordinates. Ask students to share why they would, or would not, want to provide feedback to their own manager.



Discussion: Ask students to list the advantages and disadvantages of a peer review.

Would students want to do a peer review as part of their own performance management process? Ask students to share their ideas and opinions.



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The following relate to LO 7: 

Discussion: Using Toolkit 7.3, discuss the advantages/disadvantages of using a graphic rating scale. Ask students to consider the use of job sample tests as objective sources of information about the person’s ability to successfully do the job. Remind students that some performance instruments, such as a graphic rating scale, could be seen as a competition between employees, and therefore may not be effective.



Activity: Using Toolkit 7.4 (behaviourally anchored rating scale), have students work in small groups to develop two or three performance standards for a University/College instructor, and then devise a 1–7 numerical scale based on critical behaviour of on-thejob performance of a University/College instructor.



One-minute paper: Identify 2 or 3 different jobs that students would be familiar with. For each job, ask students to brainstorm the different productivity measures that could be used to assess results.



Activity: Ask students to bring in copies of any performance review forms used in their organizations, and ask them to identify which method is in use.



Discussion: Review At Work with HRM 7.2. Ask students if performance reviews can/should be eliminated.

ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a class, ask a student to summarize the key points from the lesson.

REFLECTION ON TEACHING 37. What worked? What didn’t?

38. Were students engaged? Were they focused or did they go off on tangents?

39. Did my assessments suggest that they understood the key concepts?

40. What could I do differently next time?

41. How can I gather student feedback?

42. How can I make this more relevant to students?

ADDITIONAL RESOURCES Opening Vignette Jean Blacklock, founder of Prairie Girl Bakery, talks about the importance of customer service in her business and industry. Blacklock notes that in order for her employees to provide outstanding customer service, they themselves need on-going evaluation, or what she refers to as ―in-themoment coaching.‖ Blacklock also stresses the importance of using performance information to © 2023 Cengage Learning Canada, Inc.

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appropriately compensate and recognize employees. Blacklock is proud of the family atmosphere within her company and wants employees to feel that their work is both meaningful and rewarding.

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Lecture Outline Learning Outcome #1

Discussion

Presentation Slides 5 – 7

Use the critical thinking questions on Slide #5 to frame the material that will be addressed in this chapter. Asking students to share their own positive, and negative, experiences with performance reviews is a great way to introduce many of the concepts that will be addressed during this chapter.

Performance Management System Explain that a performance management system is more than just the actual performance review.

It is a set of integrated management practices that allows the organization to get the right things done, and helps increase the satisfaction of employees. Illustrate the link of TQM to performance management, but also point out that Deming was also critical of performance management.

Emphasize that performance management has strategic importance for an organization in achieving its goals.

Learning Outcome #2 Purposes of Managing Performance

Presentation Slide 8

Review with students the various reasons managing performance is important. Explain that in addition to the usual administrative reasons, organizations can assess the overall success of the organization through the successes of the employees. Likewise, feedback is critical for discussing areas of strength and areas of performance improvement. A systematic approach provides an opportunity for constructive discussion before problems arise.

Remind students that regardless of the employee’s level of performance, the system provides an opportunity to identify issues for discussion, eliminate any possible problems, and work on ways of achieving high performance. Newer approaches to performance management emphasize training and development, and growth plans for employees. A developmental approach recognizes that the purpose of a manager is to support and help the person (or team) achieve results for good organizational performance.

Learning Outcome #3

Steps in an Effective Performance Management System

Presentation Slides 9 –11

Describe to students that the development of a performance management system is a joint venture between the HR professionals and managers. It is a manager’s responsibility to use the

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system, and it is the responsibility of the HR professionals to ensure that the system is meeting the needs of the managers.

Clarifying the work to be done: Explain that it will not be possible to review someone’s performance without clarity on what is to be accomplished.

Setting goals and establishing a performance plan: Emphasize that it is important to set goals and establish time frames for the accomplishment of those goals. And the goals must be tangible and measurable!

Remind students that the goals can be ―hard,‖ such as the number of customers served in an hour, or ―soft,‖ such as acceptable behaviours on the job.

Providing frequent coaching: Remind students that the manager needs to work with, be supportive of, and coach people to help them achieve their results. Regular coaching can ensure that any difficulties in obtaining the goal can be discussed openly, and a good resolution found.

Conducting a formal review of performance: Explain that in addition to regular coaching, it is important to have a formal review of the employee’s overall accomplishments. Note that most organizations do this once per year.

Recognizing and rewarding performance: No system will be effective without recognition of accomplishments. Although we usually think of recognition in monetary terms, some non-financial rewards for the employee include the following: 1.

2.

3.

4.

Being considered for a promotion.

Being given the opportunity to work on a special project.

Being praised by the manager.

Being profiled in a business journal or a company newsletter about a particular achievement.

Creating an action plan: Action plans regarding future training and development, and discussions regarding career development should be an outcome from a review of performance. As well, clarifying work and setting goals for the upcoming year/ or

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performance cycle (i.e., starting again at the first steps of the performance management system) should also be done. A well-integrated performance management system concludes with a plan for the next performance cycle.

As well, review that action plans regarding future training and development, and discussions regarding career development should be an outcome from a review of performance. As well, clarifying work and setting goals for the upcoming year or performance cycle (i.e., starting again at the first steps of the performance management system) should also be done. A well-integrated performance management system concludes with a plan for the next performance cycle.

Reasons for Ineffective Performance

Presentation Slides 12 – 13

Explain to students that there are many reasons why an employee’s performance might not meet the standards: organizational, job, and personal factors.

Discussion Referring to Figure 7.2, engage students in a discussion about the critical thinking question posed on Slide #13 to explore additional causes of ineffective performance in the workplace.

Encourage students to share their own experiences and what they have observed from others. If students haven’t worked, this question can be applied to their experiences in school.

Learning Outcome #5

Why Performance Management Systems Can Fail

Presentation Slides 14 – 17

Explain that performance management systems can fail (for reasons detailed in Figure 7.3), and that it is important for managers and HR professionals to ensure that the system is meeting the needs of the organization and the employees.

Discussion Referring to At Work with HRM 7.1, and the critical thinking questions posed on Slide #15, encourage students to discuss the additional performance management complexities when dealing with a remote workforce.

For question 1, students’ answers will vary. Encourage them to think about their personal need for feedback: do they need feedback daily? Weekly? Monthly? What have been their experiences during the COVID-19 pandemic and any courses they have taken remotely?

Students’ answers will also vary for question 2. Encourage students to review Figure 7.3 to determine additional ways to enhance performance management systems.

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Conducting Performance Reviews Employees can help ensure that the performance review is fair by being well prepared. As well, employees should be encouraged to be active participants during the performance review, and be asked to share their ideas and comments. One way to ensure that this is done is to ask employees to complete a self-assessment of their performance prior to the actual performance review meeting.

As well, managers need to understand that performance management is an integrated system and that they are expected to take an active role in helping employees achieve results. That said, managers can have biases even in a well-run system. Managers have to be watchful for the same types of errors in performance reviews as in selection interviews.

Stress that it is important that any performance management system complies with the law.

Review the concepts of reliability and validity (introduced in Chapter 4), and illustrate how these concepts apply to performance management systems.

Learning Outcome #6 Sources of Information Regarding an Employee’s Performance

Presentation Slides 18 – 19

Just as there are multiple standards by which to review performance, there are a number of persons with valuable information about a person’s work effectiveness.

Manager/supervisor review: Because managers work directly with their employees, they are the logical choice to review the performance of their employees.

Self-review: Self-reviews are used when managers seek to increase employees’ involvement in the overall performance management process.

Subordinate review: Point out that employees are in a good position to assess the leadership, communications, planning, and delegation of authority of their managers.

Explain that because this allows the employee some power over the manager, seeking input from subordinates must be managed carefully.

Peer review: Explain that a peer review is becoming more common as people become more interdependent in their work efforts. Also, note that in some cases, peers can provide more accurate input about a fellow worker’s performance. Peer reviews may also result in incorrect or biased information, as peers may rate one another based upon popularity, or may also promise to rate one another favourably, regardless of actual performance.

Customer review: Many organizations, particularly those with a quality and/or customer service emphasis, are seeking input from their customers. Emphasize that the customer can be internal or external, and that an internal customer would be anyone (or any work unit) in the organization that depends on the employee’s work output.

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360-Degree Review: Explain that this type of system is intended to give employees the most accurate view by getting input from managers, peers, subordinates, and customers.

Discussion Using the critical thinking question on Slide #19, explore the pros and cons of subordinate reviews. Students may indicate that they would only provide feedback if this is confidential. Link this discussion to student evaluations of instruction, and how these could be taken as a form of subordinate review.

Learning Outcome #7 Performance Review Methods

Presentation Slides 20 – 24

This section of the lectures discusses the more common methods used to review employee performance.

Trait methods: Explain that trait methods measure the extent to which an employee possesses or demonstrates certain characteristics. Some examples are dependability, creativity, initiative, and leadership. Trait methods are very popular, but they also need to ensure that the traits are based on the job. One of the most common methods is the graphic rating scale. Use Toolkit 7.3 to review this method.

Behavioural methods: Remind students that the trait method can be seen as vague, and therefore behavioural methods have been developed to specifically describe which actions an employee should be exhibiting on the job.

Behavioural checklist—Point out that this method provides a checklist against which the supervisor checks the statements that apply to the employee.

Behaviourally anchored rating scale (BARS)—Explain that this method provides a description of behaviours along a scale or continuum. Use Toolkit 7.4 as an example/resource for this discussion.

Results methods: Explain that some organizations want to review employee accomplishments—not just the behaviours they exhibit on the job.

Management by objectives (MBO)—Point out that an MBO approach is also a management philosophy, not just a performance review approach. For MBO to be successful, managers must be willing to empower employees to accomplish their objectives on their own, giving them discretion over the methods used.

Balanced scorecard—Inform students that this is a relatively new approach to measuring the performance of the organization. It is a framework that helps managers translate strategic goals into operational objectives. Review Figure 7.5 so that students understand the 4 components. © 2023 Cengage Learning Canada, Inc.

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Which performance review method to use? Conclude the discussion on various performance review methods by discussing cost and time considerations, as well as reviewing Figure 7.6, which provides an overview of the advantages and disadvantages of the various methods.

Summary Discussion

Presentation Slide 25

Referring to Ethics in HRM 7.2, bring the material presented in Chapter 7 to a close be asking students the critical thinking questions listed on Slide #25. Use the discussion to address strategic use of performance management information, and how to make a performance management system accurate, fair, and meaningful.

For question 1, students’ responses will vary. Encourage students, depending on whether they agree or not, to think about the last time they received both good and poor customer service.

What did they do? And if they have worked in a customer service role, did customers tell them when they did a good job?

Students’ responses to question 2 will also vary. Students should consider what a company would need to do to get them to provide feedback on positive customer service. They should also consider the last time they provided positive feedback to someone in a customer service role.

Why did they do so? Did the company reach out and ask them to do this? Did they do it voluntarily?

Emerging Trends Before moving on to the end-of-chapter materials, you may wish to review Emerging Trends 7.1 with students. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1. Why does informal, in-the-moment coaching work as an effective method of managing performance at Prairie Girl Bakery?

The culture of the organization aligns well with this type of ongoing, informal coaching/feedback. Also, the employees (based upon their demographics, work experience, etc.) seem to react favourably to this type of feedback. Employees seem to value the ongoing nature of feedback and are able to continue, or change/adjust their performance, immediately and not have to wait for a more formal process to receive comments regarding their work.

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2. What does Jean Blacklock mean by ―praise in public, coach in private‖? Are there any drawbacks to this approach?

This statement acknowledges that people like to know what they are doing well and that praise can serve as one form of performance feedback and serve as a motivation to employees as well.

Any less than positive feedback should be delivered in a respectful way and it is important to honour peoples’ emotions and privacy. Therefore, coaching should be done in a private setting.

A potential drawback to praising in public is that not everyone is comfortable with this. Some people could be embarrassed if given positive feedback when other people are present.

3. If Prairie Girl Bakery implements a more formal performance review, which method should be used? Why? Students could provide a variety of responses. Facilitate a discussion using the various performance review methods that were discussed throughout the chapter.

4. Other than an employee’s direct manager, who else could be involved in assessing an employee’s performance at Prairie Girl Bakery?

Students could provide a variety of responses. Facilitate a discussion using the various other sources of performance information that were presented throughout the chapter.

Critical Thinking Questions 1. What should happen when a manager and an employee cannot agree on performance goals?

A manager and an employee should have a constructive two-way dialogue regarding the setting of performance goals. Ultimately, the manager would have the final say in what an employee’s performance goals will be.

2. Could a 360-degree review be used to assess the performance of a bartender? Why or why not? If implemented, who should be providing feedback?

This could certainly be done, as peers and customers could also add important feedback regarding a bartender’s performance. It is important that the information collected be accurate, valid, and reliable.

3. Will formal performance reviews become obsolete? Why or why not?

You will want to reread At Work with HRM 7.2 to learn of some of the challenges organizations have with the typical performance review approach.

4. Why are managers uncomfortable with providing performance feedback? What can be done to address this?

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Managers often do not want to deliver bad news and/or have not received appropriate training on why performance management systems are needed in a company and what their role in the process is. Training and effective/ongoing communication with managers will help to address this.

Building Your Skills Exercises 1, 2, and 3 are designed for use outside of class, and results may be shared with classmates. Exercise 4 is for use inside of the class.

NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: Location, Location, Location 1. What could some of the reasons be for Lindsay’s poor performance over the past 10 months?

Students will have a variety of responses based upon their own experiences. Answers should align with the reasons for ineffective performance discussed in this chapter (organizational, job and personal factors) as well as responses shared by students throughout class discussions.

2. Should Lindsay be permitted to continue to work from home? Why or why not?

Students will have a variety of responses based upon their own experiences and opinions.

Answers should align with the concepts discussed during this chapter and an understanding of why performance management systems can fail.

3. If Lindsay is to continue working from home, how should D.B. alter the performance management strategy and plans to ensure better outcomes?

Possible answers include clearer goal setting and expectations (i.e., expected response time to communication, expected accuracy standards) and plans for ongoing and regular coaching conversations. Answers should align with the steps in an effective performance management system.

4. Should D.B. ask Lindsay to come into the office for the upcoming performance review?

What are key considerations in this decision?

Students will have a variety of responses based upon their own experiences and opinions.

Answers should align with the concepts discussed during this chapter and an understanding of how to conduct an effective performance review.

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Case Study 2: I Can’t Believe It 1. Instead of looking for a new job, what other action could Charlie take?

Charlie could ask for another meeting with John and seek greater clarification regarding the performance ratings he received. Charlie could also ask that he and John set clear performance goals and expectations for the next review cycle.

Charlie could also ask to meet with John on a regular basis to discuss performance and not just wait for a formal performance review meeting with John to discuss his performance.

2. What could have been done to prevent Charlie from being surprised during the performance review?

Regular, on-going coaching and performance discussions between Charlie and John would have lessened the surprises that Charlie experienced.

3. What type of performance method should Onway Stationery use for salespeople? Why? A variety of responses are possible. Students should be encouraged to explain why the method they have selected aligns with the typical work of a salesperson.

4. Does Charlie have any responsibility for the poor performance review he received? Why or why not?

Charlie is responsible for keeping the lines of communication open with John. From the facts of the case, it appears that John was not aware of why Charlie was away for two weeks (i.e., to care for his wife when she was ill). As well, Charlie had some responsibility to ensure that plans were in place to cover his work during his absence.

CHAPTER 8: Rewarding and Recognizing Employees

Consider using MindTap for this book to help engage your students and improve outcomes.

MindTap is the platform that gives you complete control of your course—to craft personalized learning experiences that challenge students, build confidence, and elevate performance.

Access everything you need in one place.

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Cut down on prep with MindTap’s preloaded, organized course materials. Teach more efficiently with interactive multimedia, assignments, quizzes, and more. And give your students the power to read, listen, and study on their phones, so they can learn on their terms, by downloading the Cengage Mobile App from the Apple or Google Play Stores.

ESSENTIAL OUTCOMES This chapter discusses some of the more common objectives and policies of an organization’s rewards and recognition program. Concepts of direct (wages and salary) pay, indirect (benefits) pay, and nonfinancial rewards and recognition are reviewed. Methods used to value jobs and the reasons an organization may wish to implement incentive plans are also discussed. Detailed information is provided about mandatory and voluntary benefits.

LEARNING OUTCOMES After studying this chapter, students should be able to 1

Explain an organization’s strategic considerations in developing a strategic rewards program.

2

Identify the various factors that influence the setting of pay levels.

3

Describe the major job evaluation systems.

4

Illustrate the compensation structure.

5

List the types of incentive plans.

6 7

Explain the employee benefits that are required by law.

Describe voluntary benefits.

KEY CONCEPTS     

Rewards and recognition Direct and indirect pay How compensation is determined Structure of compensation Mandatory and voluntary benefits

STUDENT MOTIVATION Many students are working or have previously worked. The way in which someone is rewarded and recognized can contribute to the success of any organization and can also impact a person’s motivation and fulfillment in a job. As such, students will want to understand concepts explored in this chapter, as they influence their own work as well as the work of others.

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Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING Students may believe that the only component of ―reward‖ is direct pay. Also, for those students who have not worked, they may feel that these concepts will not apply to them.

ENGAGEMENT STRATEGIES Ways of engaging students at the outset of class: 22. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

23. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

24. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

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The following relate to LO 1: 

Discussion: Review At Work with HRM 8.1 and use the critical thinking questions to help students understand the need to know about total rewards and what such an approach can achieve for the organization.



Discussion: Review Figure 8.1 and the types of organizational goals that drive how an organization approaches using rewards.



Discussion: Using At Work with HRM 8.2, probe how students would feel about being compensated based on their contribution to the organization’s outcomes. Ask if students would feel fairly treated if one of their co-workers received 100 percent more pay because they were 100 percent more productive.



Discussion: Create a debate between students around the thesis presented in At Work with HRM 8.2.

The following relate to LO 2: 

Discussion: Have students identify specific organizations or industries in which employers have a large or small ability to grant pay increases.



Discussion: To better understand the power of collective bargaining in relation to the wage mix, ask students to research newspaper, magazine, or Internet sites regarding any recent set of negotiations in your province. Probe students on their understanding of a monopoly or government funding in relation to the wage settlement. Could any of the examples have settled a collective agreement for less? Why or why not?



Discussion: Use HRM and the Law 8.1 to help students understand the complexities around minimum wage.

The following relate to LO 3: 

Activity: Working in groups of 4 to 5 people, have students choose a method of job evaluation, and then perform this task for the job of University/College instructor.



Discussion: To help students understand that point systems can still be perceived as unfair, discuss the impact of the new system in use at the federal government. Due to the government’s pay equity case, the federal government has introduced a point system that uses factors, such as knowledge, that do not ―count‖ for as much as in their old system.

You can use an example of changing the weightings of the course assignments and exams, and how students would feel about this change. Ask for ideas about how such a change could be done so that it wasn’t perceived as being unfair.

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The following relate to LO 4: 

Discussion: Using Figure 8.5, explain how employees can move through the rate range.

For example, point out that when someone is first hired, their salary is ―usually‖ at the lowest step. As salary adjustments are made for an individual, they would ―move‖ to the next step.



Discussion: Using Ethics in HRM 8.1, ask students to respond to the critical thinking questions in order to explore the concept of salary divergence between many workers and those in leadership positions.

The following relate to LO 5: 

Discussion: Ask students to share what type of incentives they would value. Compare and contrast the responses given.



Discussion: Ask students to read At Work with HRM 8.3, and ask students how they would like to be compensated and whether an incentive plan would be good for them.

The following relate to LO 6: 

Discussion: Review At Work with HRM 8.4 and ask students to respond to the critical thinking questions.



One-minute paper: Ask students to review the legally required benefits and evaluate/justify why these are mandatory.

The following relate to LO 7: 

Discussion: Review the list of voluntary benefits and probe students on their views on unusual or special benefits. You may also wish to generate a list of suggestions as to what else may be important to them as another benefit.



Activity: In small groups, have students write a list of the pros and cons of offering unlimited vacation to employees. Then have a debrief and sharing of ideas with the entire class as one group.



One-minute paper: Ask students to write about the top 2 ways they like to be recognized.

Students could then exchange their paper with another student in order to read about another person’s viewpoint on this topic.

ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a class, ask a student to summarize the key points from the lesson.

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REFLECTION ON TEACHING 43. What worked? What didn’t?

44. Were students engaged? Were they focused or did they go off on tangents?

45. Did my assessments suggest that they understood the key concepts?

46. What could I do differently next time?

47. How can I gather student feedback?

48. How can I make this more relevant to students?

ADDITIONAL RESOURCES Opening Vignette Monika Ille, Executive Director of Programming and Scheduling at APTN, explains that the organization takes a holistic approach to rewarding and recognizing employees. In doing so, Ille notes that the company emphasizes creating a healthy work environment, encouraging personal advancement, and ensuring that all staff feel a part of the organization and can take pride in its accomplishments. APTN also encourages employees to get involved, and make a difference, in the communities where they live. The company has also implemented a system for peer-to-peer recognition. Overall, APTN has created an environment where people feel appreciated and feel like they belong.

Lecture Outline Learning Outcome #1 Discussion

Presentation Slides 5 – 8

Ask students to respond to the critical thinking question on Slide #5. This will help to set the context regarding total rewards, and help students apply the learning throughout the chapter to their own experiences and needs.

Definitions Review the definitions of direct compensation, indirect compensation, and total rewards.

Explain that rewarding employees for their work is a balancing act—between the employee’s needs and expectations and the company’s needs and expectations. Remind students that almost anything can constitute a ―reward‖—some value for the employees’ efforts—so long as the employees perceive that the item has value for them.

Linking Rewards to Organizational Objectives

Presentation Slides 9 –11

Emphasize the importance of ―rewards‖ as part of the company strategy. Linking organizational objectives to employee motivation and concerns for rewards and recognition can do this. It is

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through this link that the organizations can improve their overall performance. Help students understand that the concept of ―total rewards‖ is broader than pay and benefits.

Review with students the more common goals companies have when designing a compensation program. Examine Figure 8.1 and discuss the goals that appear to be driving changes in the structure of the rewards program.

Presentation Slide 12

Equity

Remind students that pay can be seen as a quantitative measure of the person’s worth and value to the organization. Therefore, it is important that the pay received is equitable in terms of the person’s contribution and equitable in terms of what others are receiving. Remind students that ―equity theory‖ describes how people will respond to a situation in which they feel they have received less or more than they deserve. Explain that it is important to understand various motivational theories in the workplace in order to develop compensation programs that can help motivate employees.

Learning Outcome #2 Determining Compensation

Presentation Slides 13 –15

Introduce students to the idea of internal and external factors influencing the wage mix. Review Figure 8.2 with students and explain these factors.

A. Compensation strategy Point out that some employers may wish to be a wage leader in their industry while others may desire to pay average wages or be a wage follower.

B. Worth of a job Emphasize that some jobs are worth more to the organization than other jobs. For example, the job of marketing analyst probably has more impact on the success of the organization than the job of a janitor. Tell students that later in the chapter, several methods for determining the worth of a job will be reviewed.

C. Employee’s performance Explain that employees can improve their worth to the organization by working smarter or harder or by acquiring advanced skills or job knowledge. A pay-for-performance system can do this.

Discussion Referring to At Work with HRM 8.2, use the critical thinking question on Slide #14 to help students explore their understanding of pay-for-performance systems, and the pros and cons of this approach to rewarding employees.

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Students’ answers will vary. When preparing their response, students should think about any work they’ve done. Would their work performance have been improved if their pay was tied to it? Does money motivate them? Do they feel they were paid fairly?

D. Employer’s ability to pay Remind students that employers will also need to consider the financial health of the organization. This could also be influenced by economic conditions and competition.

E. Economy Remind students that while the economy has always played a role in determining compensation, the Great Recession has brought that factor into critical focus.

F. Labour-market conditions Explain that the forces of supply and demand for employees having specific skills, abilities, or educational levels influence the wage rate for the job.

G. Wage rates in specific geographic areas Point out that wages paid to jobs in different organizations in the same geographic area influence an individual organization’s wage rates. These rates can be obtained from local wage surveys.

H. Cost of living The cost of living impacts what people are paid. Help students understand the relationship between the CPI and wage adjustments to both unionized and non-unionized workers.

I. Collective bargaining Explain that collective bargaining has a tremendous influence on the wage mix. Frequently, the high wages of some occupations, such as airline pilots or autoworkers, are attributed to the union’s power to demand high wages.

J. Legal requirements In concluding the discussion on what factors help determine wages, remind students that legal requirements can also influence what someone is paid.

Learning Outcome #3 Job Evaluation Systems

Presentation Slide 16

Remind students that organizations use job evaluation systems to determine the relative worth of jobs in their organization. These systems establish a hierarchy of jobs, by which pay rates can be assigned.

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A. Job ranking Explain that the job ranking system is the simplest and oldest of the various job evaluation systems. Jobs are ranked, either by an individual or a group of people in the organization, into a hierarchy of importance.

B. Job classification With this system, predetermined grades are established where each grade requires more skill, responsibility, or other factors. A job is then assigned to a particular grade by comparing it to the predetermined grades.

C. Point system This system is the most frequently used quantitative method of job evaluation. The organization identifies the factors that they wish to compensate, such as skill, effort, responsibility, and working conditions. Points are then assigned to each factor in a particular job, and the points are then totaled. Wages are usually set for ranges of points.

This system is used because it is perceived as providing a more rational approach for making judgments.

D. Factor comparison system This system is similar to the point system in that jobs are evaluated on a factor-by-factor basis. What distinguishes the factor comparison system from the point system is that in the factor comparison system, jobs are compared against compensable factors of key jobs.

You may wish to conclude the discussion on job evaluation systems by reviewing and discussing Toolkit 8.1.

Learning Outcome #4 Determining Wage Rates

Presentation Slide 17

Explain that once jobs have been evaluated, they must be assigned a wage rate.

A. Salary surveys Organizations will conduct a salary survey to determine what other employers are paying for specific jobs. By doing so, an organization can maintain external equity for similar jobs in the relevant labour market.

B. The wage curve Explain that the relationship between the relative worth of jobs and their wage rates can be presented graphically as a wage curve (see Figure 8.4). Depending on student interest, you can further explain that the wage curve is developed by preparing a scattergram of the wages currently paid to jobs and drawing a freehand curve through the dots of the scattergram.

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C. Pay grades Explain that pay grades are administratively simpler as jobs are grouped into pay ―grades,‖ and that all jobs within each grade are paid the same.

D. Pay ranges This is a further refinement of pay grades where there is a range of rates for each pay grade.

E. Broadbanding Explain that broadbanding collapses numerous salary grades into a few wider salary bands and encourages employees to develop lateral skills, while addressing the need to pay employees performing several different jobs with various skill-level requirements.

Other Ways to Determine Wages Explain that there are other ways in which wages can be determined. One approach is to pay people for special skills or knowledge that they possess. This is called competency-based pay.

Point out that the value of this type of approach is through increased productivity, increased employee learning and commitment to work, improved staffing flexibility, and reduced effects of absenteeism and turnover since managers can assign employees where and when needed. Note that the use of competency-based pay can also encourage career self-management and an entrepreneurial culture.

Broadbanding, which replaces a multitude of salary grades with a few wide wage or salary bands, is used to build lateral skills and to encourage employees to move to jobs where they can develop and add value.

Learning Outcome #5 Incentive Plans

Presentation Slide 18

Explain that these types of plans continue to grow in popularity, particularly as organizations attempt to engage the employees in the business and to recognize and reward for results. You may wish to have students review what has happened in the economy and decide whether economic changes have made it easier or harder to introduce incentive plans.

Examples of incentive plans include: A variety of individual and group incentive plans exist for both hourly and salaried employees. These include the following: Individual bonus—An incentive payment that supplements the basic pay. It has the advantage of providing employees with more pay for exerting greater effort, while at the same time giving employees the security of a basic wage. Bonuses are common among managerial employees, but as indicated earlier, organizations are increasingly providing bonuses to front-line staff.

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Team- or group-based incentive—A plan that rewards team members with an incentive bonus when agreed-upon performance standards are exceeded.

1.

Merit raises—An incentive, used most commonly for salaried employees, based on achievement of performance standards. One problem with merit raises is that they may be perpetuated year after year even when performance declines.

2.

Profit sharing—Any plan by which an employer pays special sums based on the profits of the organization.

3.

Employee stock ownership plans (ESOPs)—Stock plans in which an organization contributes shares of its stock to an established trust for the purpose of stock purchases by its employees. With the recent economic turmoil, stock and stock options have not been as popular. There is also always the issue of what happens to stock ownership when there is a change in ownership.

Learning Outcome #6

Employee Benefits

Presentation Slides 19 – 21

Remind students that benefits are intended as indirect rewards for their contribution to the organization and to improve their overall quality of life. Explain that benefits can account for 30 percent to 40 percent of total payroll, and therefore organizations want to ensure that they are getting value for the dollars being spent.

To help ensure that organizations are receiving value, it is important to involve the employees in any changes to the benefits program.

Review with students the importance of linking the components of a benefits program to the overall rewards strategy.

Due to the high costs of health and welfare benefits (35 percent to 45 percent of payroll), organizations want to contain costs. This is especially of concern when studies have shown that benefits do not have the motivational impact they are often assumed to have. However, studies have also shown that reducing or removing benefits can have a negative effect on employee attitudes. Increasing use of data analysis regarding the most utilized drug or medical service enables employers to reduce the costs or help employees with a different approach to managing the health issue.

Benefits Required by Law

Presentation Slide 22

Point out that some benefits are mandatory—required by law.

Canada and Quebec Pension Plans (CPP/QPP)—These are plans that provide government-imposed retirement and disability benefits for working Canadians. Employees and employers share the cost of the premium.

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Employment insurance (EI)—Point out that the purpose of EI is to provide income protection to employees who are between jobs. Again, both employees and employers share the cost of the premium. It is through EI that parental benefits (maternity, paternity, adoption) were first introduced. Inform students that EI is frequently used to provide certain benefits that are not directly related to the primary purpose of EI. Workers’ compensation insurance—Note that this is based on the theory that employers ought to pay for any work-related accidents or illnesses as a cost of doing business.

Employers alone pay the premiums, and benefits—which can include medical expenses, wage-loss payment, and survivor benefits—are paid out of a fund.

Other: Further, explain that some provinces require employers to pay a tax for provincially funded hospital and medical services. Likewise, in some provinces, laws also protect certain types of leaves of absence without pay.

Learning Outcome #7 Voluntary Employee Benefits

Presentation Slide 23

Explain that as part of its employment brand, and in order to retain the best employees, organizations can offer a variety of voluntary benefits. Examples include: Dental coverage, Extended health coverage, Life insurance, and Retirement and pension plans.

Pay for Time Not Worked

Presentation Slides 24 – 25

The ―pay for time not worked‖ category of benefits includes statutory holiday pay, vacation pay (above any legislated minimum), bereavement leave, rest periods, coffee breaks, sick leave, and parenting benefits (salary continuance). These benefits typically account for a large portion of overall benefit costs.

Discussion Students will have a variety of responses to the critical thinking question on Slide #25. The following article provides additional information to frame this discussion: https://www.honeybeebenefits.com/unlimited-vacation-days/

Other Benefits

Presentation Slide 26

Review the list of other, optional benefits that an employer may provide. These are typically meant to help employees with work–life balance, and improve the overall quality of employees’ lives.

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Summary Discussion

Presentation Slide 27

To bring the material presented in Chapter 8 to a close, ask students to discuss the critical thinking question posted on Slide #27, which is Building Your Skills, question 3, listed at the end of the chapter. This will help students to practise strategic and thoughtful implementation of rewards. Answers will vary, and encourage students to compare and contrast responses to explore the values and thinking behind compensation decisions.

Running Case: This Makes Scents (Part 3)

Presentation Slide 28

Invite students to read Part 3 of the running case, which provides an update regarding Jessie and Ashton’s business. They are dealing with numerous complaints from employees and, as well, some people are resigning.

Answers to the critical thinking questions at the end of Part 3 of this case are provided later in this document.

Emerging Trends Before moving on to the end-of-chapter materials, you may wish to review Emerging Trends 8.1 with students. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1. Monika Ille describes APTN’s approach to total rewards as ―holistic.‖ What does Ille mean by this?

Ille is emphasizing that rewarding employees should not be considered on a piece-by-piece basis. Employees value the overall package of rewards that they are given. Further, this statement could allude to the fact that employees want much more than direct compensation, and are motivated and fulfilled by many other types of rewards, recognition, and opportunities.

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2. Why are employees at APTN motivated by the rewards and recognition they receive?

Students could provide a variety of answers. This would be an opportunity to review the concept of equity theory. Other motivational theories could be reviewed as well.

3. What could be some potential problems with the peer recognition program at APTN? Some employees could feel left out. Employees could feel that the criteria for recognition is unclear and that this is based merely on a popularity contest.

4. What additional benefits would you recommend that APTN offer employees? Why? Students should provide a variety of responses. Encourage them to review the various benefits detailed throughout the chapter. When suggesting other benefits, ensure that students consider how these fit with the organization’s overall strategic goals as well as the organization’s ability to pay.

Critical Thinking Questions 1. A large-chain retail store in your community has many part-time employees, primarily in the 18–25 age range. The corporate office is considering providing a modest benefits program for part-time employees. The local manager knows you are taking an introductory course in human resources management and has approached you to give some ideas about what to include. What items would you suggest and why?

You will need to consider what might be important to you if you were in this situation and what type of benefit you would value.

2. You were recently promoted to a management position. Your company is in the retail grocery business and has a policy that managers are paid a salary instead of an hourly wage. What are the advantages and disadvantages to you and your company?

As people move into supervisory roles, companies generally will use a salary instead of an hourly wage. This is to signal that the person is now part of the managerial ranks, and it means that a person would be paid no matter how many hours are worked. Such pay frequently forms the foundation for any incentive pay. The pros of such an approach include fixed costs, ease of administration, the person knowing how much they get each paycheque, and increased motivation. Some of the cons are the person perhaps not feeling as valued, the person possibly working more hours without additional pay, and the person perhaps not being more motivated by pay to work better.

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3. You work as an instructor for a yoga studio in your community. The manager has approached you about your thoughts on introducing a bonus based on the number of classes taught and the total number of students who regularly attend. How would you respond and why?

There is a possibility that the calibre of instructing could decline if the instructor focused merely on the number of students.

4. Is offering employees unlimited vacation, which they determine when and how to take, reasonable? What are the pros and cons of this type of benefit?

Students will have a variety of responses based upon their own experiences and values. The following article provides additional information to frame this discussion: https://www.honeybeebenefits.com/unlimited-vacation-days/.

Building Your Skills Exercises 1 and 3 are designed for use inside the class, and Exercises 2 and 4 are designed for use outside of the class, and results may be shared with classmates.

NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: Recognition Blues 1. Do you agree with the way Mary Lee allocated the bonus payments to team members? Why or why not?

Students will have a variety of responses. Encourage discussion regarding the pros and cons of giving everyone on a team the same bonus and review the concept of equity.

2. Given that all team members work remotely, what should Mary Lee do to ensure that her employees feel recognized and appreciated? If given a budget of $1000, how would you suggest that she spends the money on employee recognition?

Discuss the importance of meaningful and individual recognition in addition to team recognition. Remind students that employees will place different value on this, and it is important for a manager to understand/get to know what their employees need. Students will have a variety of ideas about how to spend the $1000. Encourage them to think of creative ways to spend the funds that will support the organization’s desired goals.

3. What could Mary Lee do to create a better sense of teamwork and connection amongst her employees while they all work in different locations?

Mary could find ways to connect her employees outside of formal meetings. Online social events or more informal get-togethers could be arranged.

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4. How could Mary Lee find out why her employees put such a low value on their company-paid gym memberships? What are possible reasons why employees do not value the new benefit of payment toward their own annual gym memberships?

Mary could survey employees (or ask them directly) about this specific issue. Employees may not value this benefit as they do not enjoy exercising and/or do not have convenient access to a local gym.

Case Study 2: What Could I Have Done Differently?

1. How do you think the other employees learned about Bob’s salary? What could have been done to prevent this?

There are a variety of different reasons. Perhaps employees are openly sharing this information with one another? Perhaps confidential paperwork has been left in an unsecure place where other people may view it? This question provides the opportunity to discuss issues of privacy and protection of sensitive information with students.

2. Why do you think Tracey did not care about her benefits? What should Ravi do to ensure that his other employees do not feel the same way?

Tracey had other priorities. These could include money and/or the culture of the workplace.

Based upon equity theory, Tracey feels that she is not being treated fairly, so the benefits are not a factor that influence her decision making. Ravi should communicate with all employees and ensure that they are aware of the benefits they are receiving/are eligible for, and should ensure that employees understand the value of these benefits. Further, Ravi should ensure effective twoway communication and be willing to ask employees what benefits they would value and then investigate if this is viable and feasible for the company to offer.

3. Given that Ravi has no access to immediate funds and cannot give salary increases to other employees, what should he do next? Clearly outline a strategic plan of action that he should follow.

Students will offer a variety of suggestions and should be encouraged to discuss a well-thought out, step-by-step plan. Ideas include: research/benchmarking to best practices for benefits, opening up lines of communication with employees (perhaps a survey?), effectively training employees on the value of their total rewards package, and doing an overall review of compensation structure within the company.

Ravi should look for innovative, low-cost/no-cost methods to enhance company culture. Refer back to material covered in Chapter 3 to discuss this concept with students.

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RUNNING CASE THIS MAKES SCENTS (Part 3) 1. Jessie and Ashton had offered Sandra more money to stay in her current role with the company. What problems could have occurred if Sandra had accepted their offer?

Increasing the salary of only one employee would create inequity amongst the team. Other employees, who would have likely heard about Sandra’s increase, could have then asked for similar pay increases. If these were denied, it would negatively impact morale and the overall culture of the organization.

Further, increasing an employee’s salary is only a short-term fix. The real/other issues why Sandra left need to be explored and addressed at a deeper and more strategic level.

2. What unique benefits could This Makes Scents offer employees? Why did you select these items?

Students can offer a variety of responses. The ideas should align with the organization’s overall mission and vision and should be financially viable.

3. If a 2nd location opens, how should new sales clerks be trained? Explain why this is the preferred method.

Students can offer a variety of methods ranging from job shadowing, to lectures, to online material. Discussion should address cost, timing, and adult learning principles.

4. Is there anything wrong with the expansion plans, from an HRM perspective?

The recruitment, selection, and orientation of new staff does not appear to have been well thought out. Also, succession plans, as they are planning to share the management of both stores. Deeper consideration to the viability of this idea does not appear to have been done.

Also, actual research into the labour market does not appear to have been done, as Jessie and Ashton are assuming that it will be easy to hire new sales clerks.

5. What performance management plan should be implemented for sales clerks? What performance management plan should be implemented for the inventory specialist?

Probably trait or behavioural methods would be best for clerks and results methods for the inventory specialist. A review of the pros, and how to minimize the cons, of the suggested method should be done. Consider any potential problems of having different performance management plans for different groups of employees. This may be a strategic choice, but ensure that you answer why and how various plans should be implemented.

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6. Review the HR competency frameworks from the HRPA (https://www.hrpa.ca/Documents/Designations/Professional-Competency-Framework.pdf) and/or from CPHR Canada (https://cphr.ca/wp-content/uploads/2021/12/CPHR-CompetencyFramework-2021-Final.pdf).

Based upon this information, what specific abilities would an HR professional possess, and how could this be helpful to Jessie and Ashton? Given this, would you recommend that they hire an HR person at this point in the evolution of their business?

This is an opportunity for students to explore the complexities and depth of the requirements for a certified designation within the HR profession. Using these resources develops enhanced understanding of specific abilities an HR professional would possess and bring to the company.

Regarding the recommendation to hire an HR person, answers will vary, and this is an opportunity for students to debate this matter. It appears that the organization is growing, there is too much work for Jessie and Ashton, and they do not have the required, specialized knowledge to address various HRM systems, policies, and procedures. Cost considerations and strategic hiring of an HR professional need deeper evaluation and discussion. This is also an opportunity to discuss how organizations typically have a target for ―X‖ number of employees served by each HR person.

CHAPTER 9: Knowing Employee and Employer Rights and Responsibilities

Consider using MindTap for this book to help engage your students and improve outcomes.

MindTap is the platform that gives you complete control of your course—to craft personalized learning experiences that challenge students, build confidence, and elevate performance.

Access everything you need in one place.

Cut down on prep with MindTap’s preloaded, organized course materials. Teach more efficiently with interactive multimedia, assignments, quizzes, and more. And give your students the power to read, listen, and study on their phones, so they can learn on their terms, by downloading the Cengage Mobile App from the Apple or Google Play Stores.

ESSENTIAL OUTCOMES As employees acquire and look for secure employment, they may seek to obtain various rights that maintain their employment status. As employee rights are gained in one area, management rights may be eroded, or employee rights may emerge as a topic of concern to the organization.

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performance or change inappropriate or unacceptable behaviour. This chapter also discusses the approaches governing disciplinary action. It also acquaints students with how non-union organizations develop formal alternative dispute resolution procedures through which employees can challenge the actions of their managers that they perceive as unfair.

LEARNING OUTCOMES After studying this chapter, students should be able to 1

Describe statutory rights, contractual rights, due process, and the legal implications of those rights.

2

Identify the job expectancy rights of employees.

3

Explain the process of establishing disciplinary practices, including the proper implementation of organizational rules.

4

Discuss the meaning of discipline and how to investigate a disciplinary problem.

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5

Outline the differences between progressive and positive discipline.

6

Identify the different types of alternative dispute resolution processes.

KEY CONCEPTS     

Statutory and contractual rights Due process Discipline Alternative dispute-resolution procedures Ethics in human resource management

STUDENT MOTIVATION Students are generally curious about their rights in a variety of different situations. This chapter will help them to understand the scope of those rights in an employment relationship.

Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING Many students may believe that they have unfettered rights in an employment situation and that there are laws that will protect them totally. Students may be unwilling to deal with some of the realities of today’s work environments.

ENGAGEMENT STRATEGIES Ways of engaging students at the outset of class: 25. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

26. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

27. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

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The following relate to LO 1: 

Discussion: Ask students if they think employees or employers have more rights in the workplace? Who has more responsibilities? Probe and encourage students to expand on their responses, share their own experiences, etc.



Discussion: Using At Work with HRM 9.1, get students to think about the notion of employee rights and fair treatment. Do they agree or disagree?



Discussion: Review with students the concept of implied contracts listed. Ask students to come up with other examples of circumstances where words or documents might have created an implied contract, especially in their own personal experience. Examples might include the interview process, orientation information, or commitments made by a supervisor.



Discussion: Review the principles that constitute due process. You may wish to probe students’ views about their experiences of fair treatment and how this may be different in various locations, and how this is linked to various societal values.

The following relate to LO 2: 

Discussion: Review At Work with HRM 9.2; ask students for their opinions on whether more drug testing ought to be allowed. You may also wish to use the critical thinking questions to generate more discussion and/or debate.



Discussion: Ask students their views on employee searches and electronic monitoring.

Probe to see if the companies they work for have any policies dealing with either. Review Figure 9.1 and determine students’ perspectives on the prevalence of the various methods.



Discussion: Have students read Ethics in HRM 9.1. Have a full class discussion on the questions posed at the end. What were the general comments? Did any themes surface?



Discussion: Review Toolkit 9.1. Ask students to brainstorm any other policies that should be considered when handling employee files.



Small group exercise: Using Toolkit 9.2, ask students to work in small groups to develop Internet policy for your institution or for an organization that is familiar to everyone. Ask each group to present their policy to the class. Compare and contrast.



Discussion: Get students to brainstorm examples of off-duty misconduct that might negatively impact the organization. Review each example, and with the whole class determine if the employer could successfully discipline the employee. You also may wish to use At Work with HRM 9.3 as a further example of behaviour outside work.

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The following relates to LO 3: 

Discussion: Using the suggestions listed under ―Setting Expectations for Employees,‖ ask students to share their experiences with organizational rules. Probe students on whether or not there are other ways organizations can reduce problems in setting and communicating organizational rules.

The following relate to LO 4: 

Discussion: Review Figure 9.2 and discuss other examples students might have of disciplinary problems. Ensure that students understand the usual definitions of discipline.



Scenario and small group exercise: Review thoroughly Toolkit 9.3. Provide the students with a ―what if‖ scenario about an employee being late for 4 days in a row. Working in groups of 3 to 4 students, ask each group to go through the steps in a sequential manner as it relates to the attendance problem.



Working in pairs: Ask each pair of students to conduct an investigative interview regarding the attendance problem.

The following relate to LO 5: 

Discussion: Using At Work with HRM 9.4, get students to discuss these approaches.

Probe to see if approaches like these make sense. Get students to identify what types of misconduct would warrant an immediate dismissal.



Discussion: Review Figure 9.4 and discuss the differences with progressive discipline.

Ask students for their opinions as to which might work better and why. Determine if there is any consensus.



Discussion: Review Ethics in HRM 9.2 and remind students about the concept of accommodation. Ask students to respond to the critical thinking questions.



Discussion: Review Figure 9.5 and ask students if they can think of any other reasons that would constitute just cause dismissal.



Discussion: Review HRM and the Law 9.1 and ask students to respond to the critical thinking questions.



One-minute paper: Using the guidelines listed for terminating employees, ask students to write about any experiences they have had or have heard about. Ask them to identify other things an employer could do to ease the transition. Papers may be shared with other students.

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The following relate to LO 6: 

Discussion: Ask students if they work for a non-union organization that has developed an ADR procedure. Have them describe the procedure to the class.



Small group activity: Working in small groups, have students list the competencies they think an ombudsperson should have. How would they recruit and select a person for this role?

ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a , ask a student to summarize the key points from the lesson.

REFLECTION ON TEACHING 49. What worked? What didn’t?

50. Were students engaged? Were they focused or did they go off on tangents?

51. Did my assessments suggest that they understood the key concepts?

52. What could I do differently next time?

53. How can I gather student feedback?

54. How can I make this more relevant to students?

ADDITIONAL RESOURCES Opening Vignette John Jacak, privacy officer for Nutrien Ltd., is responsible for ensuring that both customer and employee information is kept safe. The company actively ensures that its policies and practices regarding information and data are transparent, and has gained trust that the information is well guarded and protected. Jacak indicates that the company is very proud that it has done what is required by law to ensure safety of data.

Lecture Outline Learning Outcome #1

Discussion

Presentation Slides 5 – 7

Ask students to respond to the critical thinking question on Slide #5. This will help to set the context regarding methods for dealing with workplace conflict, due process, and appropriate expectations within workplace settings.

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Employee Rights Explain that over many years, employees have acquired employment guarantees in areas such as discrimination, safety and health, and wage and hours-of-work protection. And, as the workplace changes, new employee rights will become the focus of organizational attention. Some of the current ones include substance abuse testing and electronic methods to monitor employees’ performance and behaviours at work. As these rights continue to develop, employers will be required to assume greater responsibilities toward employees to provide an appropriate workplace while providing quality goods and services to customers.

Employment Protection Rights

Presentation Slide 8

Remind students that employees feel their personal well-being will be in jeopardy if job rights are taken away without just cause. Such feelings have led to the emergence of certain legal considerations regarding job security.

A. Statutory rights Explain that these rights are driven by legislation such as human rights, employment standards, and workers’ compensation—which were explained in Chapter 2.

B. Contractual rights Point out that contractual rights may be implied or may be derived from formal written contracts. Both are considered to be a legally binding agreement. Formal contracts are becoming more standard in Canada with the growing number of contract workers or contractors. Further, explain that an employee handbook can be perceived as a written contract.

C. Due process Remind students that most employees believe the job is the property right of the employee and that they should not be deprived of their jobs without due process. While the ―job as property right‖ does not guarantee a lifelong commitment, it does require the employer to act fairly toward employees.

D. Employment rights not a guarantee Point out that there are no guarantees regarding employment. However, with the concepts of due process and certain types of legal rulings, managers are obligated to treat employees in a fair and just manner.

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Learning Outcome #2

Job Expectancy Rights

Presentation Slides 9 – 11

Explain that employees have certain rights in relation to such things as substance abuse and drug testing, searches and surveillance, and privacy. Technology and the prevalence of social media have complicated this issue. As well, the ability for an employer to discipline an employee for off-duty conduct is continuing to evolve. Organizations are being more diligent about setting policies in this regard, and then holding employees to these expected standards of behaviour, both at and off work.

Note the following: Substance abuse and drug testing—Point out that in Canada, the cost of substance abuse—including alcohol, tobacco, and illicit drugs—in lost productivity and healthcare costs is more than $40 billion per year. Explain that organizations with employees who abuse substances have higher rates of absenteeism, more accidents, and poorer performance. With decisions by various employment tribunals (i.e., human rights commissions), employers in Canada are severely limited in imposing arbitrary and mandatory drug testing.

Employee searches and electronic monitoring—Explain that these are not an invasion of privacy if there is probable cause. However, employers are advised to develop and implement a search policy so employees are aware of the employer’s right. Remind students that there are several areas of the law that relate to workplace monitoring, including privacy, labour relations, human rights, and potentially the Criminal Code.

Thoroughly review with students the expectations of employer conduct under the Personal Information Protection and Electronic Documents Act (PIPEDA) in relation to using surveillance.

Access to employee files—Remind students that even though an employee’s file may contain confidential and sensitive information, the employee has the right to know what is in the file and to review the contents. This applies to any electronic files as well.

Electronic privacy—Remind students that using the myriad of technological devices in a work environment does not guarantee a privilege of privacy. Employers do have the right to monitor business-related materials on any company-owned equipment. However, employers are encouraged to develop policies and guidelines for the use of such things as email and voice mail, including conditions under which these may be monitored.

Employee conduct outside the workplace—Explain that off-duty conduct is generally not subject to employer disciplinary action. However, point out that employers do have the right to discipline employees for off-duty misconduct, provided that the misconduct has

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some relationship to the successful operation of the organization and/or reputation/brand of the organization.

Discussion Referring to Ethics in HRM 9.1, ask students to respond to the critical thinking questions posted on Slide #10.

Answers to question 1 will vary. Students should think about any work they’ve done and whether it was monitored. If so, in what way? Did the monitoring bother them? Did other workers find the monitoring bothered them? How does their answer align with their own view of privacy rights?

Students’ responses to question 2 will vary as well. In preparing their answer, students should consider their own values and privacy. Would they think differently if they were a manager or owned a business? Does the intention of the monitoring make a difference? If the company is doing it to ensure the safety of employees, does this mean it is okay? How can one know what the intention is?

Again, answers to question 3 will vary. In preparing their answer, students need to reflect on their responses to questions 1 and 2. Were there any differences? If so, what were they? Is there a reason for the differences?

Discussion Referring to At Work with HRM 9.3, ask students to respond to the critical thinking question posted on Slide #11.

Answers to the question will vary. Students should think about their actions/behaviours when not at work. Are they different? What would an employer think/say if they knew? Would this action cause a poor public image of the employer?

Presentation Slide 12

Management Rights and Responsibilities Employers are required to assume greater responsibilities toward employees to provide an appropriate workplace while providing quality goods and services to customers. Advise students that there is an obligation of employers to exercise ―reasonable care‖ in hiring, training, and assigning employees to any particular work. If this ―reasonable care‖ is not considered, external parties or other employees can hold employers liable for ―negligence.‖ Managers are expected to behave and act in ways that acknowledge that employees also have certain rights. Managers are

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no longer able to make decisions or take actions without being aware of their obligations with respect to how an employee must be treated in today’s workplace.

Learning Outcome #3

Disciplinary Policies and Procedures

Presentation Slide 13

Explain that employee discipline must be guided by objective and consistent policies and procedures, and that managers are primarily responsible for taking reasonable and justifiable corrective action with employees. Note that in many organizations, the HR professionals are responsible for the development of the organization’s disciplinary approach, but that the manager carries out disciplinary action.

Setting Expectations for Employees

Presentation Slide 14

Explain that clearly stated expectations of performance and behaviour are the foundation for an effective disciplinary system. Unfortunately, employees are not always aware of these rules because the manager doesn’t communicate the rules or isn’t consistent in the application of the rules.

Learning Outcome #4

Definition

Presentation Slide 15

Review with students the various definitions of discipline provided in the textbook. Note that the third definition is the one to be used in the disciplinary process. Discipline has as its goal improved employee performance or behaviour, and applying discipline can be a logical extension of training. Punishment is that action (written reprimand, suspension, etc.) taken against employees when they fail to voluntarily improve their performance. Remind students that not taking action can have significant consequences. Point out that lack of discipline can suggest that behaviour and performance are acceptable.

Common Disciplinary Problems

Presentation Slides 16 –17

Review Figure 9.2 and discuss common disciplinary problems experienced in organizations.

Disciplinary Investigations

Presentation Slides 18 – 19

Explain that it is essential that managers are sure that the incident under review is investigated in a full and objective manner before any disciplinary action is applied.

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An investigative interview is a critical part of this process and needs to be thorough, fair, and objective.

Documenting Disciplinary Action The key to any disciplinary method is to ensure that accurate and complete records are made from the time a manager begins to consider discipline. This information will include whether there had been any previous warnings with an opportunity to improve. It is important that information is complete and accurate to support a manager’s right to discipline an employee.

Managers will often keep initial notes of any incident in their own files. However, for any disciplinary action to be defensible, it will be kept in the employee’s employment file. For example, if an employee received a formal warning, it would be in writing with a copy to the official employment file. This written warning would remain on the employee’s file for a specified period of time. If there were no further incidences, the written warning would be removed. If there had been other incidences and harsher discipline had to be done, then the earlier written warning would demonstrate the ongoing problem.

Learning Outcome #5 Disciplinary Methods

Presentation Slide 20

Progressive discipline: This approach uses the application of corrective measures by increasing degrees. Explain that when done properly, the most important outcomes from this method are: (1) employees know where they stand; (2) employees know what improvement is expected; and (3) employees understand what will happen next if improvement is not made. Remind students that this is sometimes referred to as ―corrective discipline‖ or ―punitive discipline.‖ Positive discipline: Explain that this approach relies on the employee assuming responsibility for their actions.

At first glance, positive discipline might seem to resemble progressive discipline. However, positive discipline is based on a cooperative and supportive environment in which the employee and supervisor engage in joint discussion and problem solving to help at an early stage. A key to the method is that the employee is totally responsible for improving.

Review Figure 9.4 so that students clearly understand the components of a positive discipline approach. Point out that positive discipline is based on giving ―reminders‖ rather than reprimands.

Compiling a disciplinary record: Remind students that managers must be able to support disciplinary action if such action is to stand up to a challenge. This consists of continuous documentation of an employee’s poor performance, and warnings and notices given to employees during progressive discipline.

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Reasons for Termination

Presentation Slides 21 – 23

Review definitions of the terms just cause, wrongful dismissal, and constructive dismissal.

Just cause: When an employer terminates an employee for not performing as expected or not following the company’s policies, this is called dismissal for ―just cause.‖ To do this, the employer must document and prove serious misconduct or incompetence on the part of the employee.

Discussion Referring to Toolkit 9.4: Guidelines for Termination with Cause, ask students to respond to the critical thinking question posted on Slide #22. This will enable further exploration of the concept of just cause dismissal and help students to better understand the requirements within this type of termination.

Wrongful dismissal: This is a legal action taken by a person who believes that their employment was terminated for improper reasons. Remind students that it is the obligation of the supervisor/manager to document any performance problems in order to substantiate a claim of just cause dismissal. The article referenced in this section is an example of wrongful dismissal that resulted in a significant cost to the employer.

Constructive dismissal: This occurs when an employer unilaterally changes the employee’s working conditions such that compensation, status, or prestige is reduced.

Remind students that the courts are being more diligent about ensuring that significant changes have occurred in order for an employee to prove constructive dismissal.

Terminating Employees

Presentation Slides 24 – 26

Note that informing an employee that they are being terminated requires consideration for the individual. The termination meeting should be held in a tactful manner and be as free from trauma as possible. Employers can ease the psychological effects of being terminated by helping terminated employees find new employment. This is particularly true when the termination is not caused by poor job performance. Explain that when managers mishandle terminations, they risk incurring costly and time-consuming lawsuits.

Review the following important points regarding the termination interview: 1. Hold the meeting as early in the week as possible and in a neutral meeting place.

2. Have the meeting in a private, neutral location.

3. Have the employee sit down so that you can quickly start the meeting and inform the employee directly of the termination.

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4. Be open, honest, and direct; do not debate the decision.

5. Conduct the meeting calmly and be brief.

6. Take notes of the meeting.

7. Keep personal feelings out of the conversation; be considerate and polite.

8. Provide information about the final paycheque, including any benefits coverage.

9. Inform the employee how references will be handled.

10. If the employee has any company property, ensure that arrangements are made for the return and for the employee to remove all personal items.

11. The prudent manager will also have determined, prior to the termination decision, that the dismissal does not violate any legal rights the employee may have.

Ensure that students have an understanding that employers will use career transition or outplacement assistance to help employees work through a dismissal.

Remind students that it is quite characteristic of managers to avoid taking disciplinary action against employees, and review typical reasons for this. However, not doing so can only make matters worse for the employee and the manager.

Learning Outcome #6

Appealing Disciplinary Actions

Presentation Slide 27

Explain that in non-union settings, employers are increasingly using alternative dispute resolution (ADR) techniques for their employees. (Employees in unionized settings use the grievance procedure that will be explained in Chapter 10.)

Review the following terms with students: A. Negotiation: However, in its simplest meaning, negotiation is people getting together to discuss an issue or problem and reaching a mutual agreement on the solution.

B. Mediation: Explain that the use of a third party to help facilitate face-to-face meetings is becoming an increasingly popular way to resolve employee complaints.

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C. Ombudsperson: This is a designated person to whom employees may go for resolution of their complaints. While the person has no power to finalize a decision, they use the power of persuasion to reach a cooperative outcome with the employee and the organization.

D. Arbitration: In recent years, arbitration has become widely accepted as one method to resolve employee complaints. Arbitration may be used to make a binding decision on certain types of complaints, such as discrimination.

Summary Presentation Slide 28

Discussion To bring the material presented in Chapter 9 to a close, refer to Case Study 1 at the conclusion of the chapter and ask students to discuss the critical thinking questions posted on Slide #28. This will help students to practise strategic and thoughtful application of discipline, and to develop a deeper understanding that this is not typical and easy, nor a straightforward process.

Answers to the critical thinking questions for this case are provided later in this document.

Emerging Trends Before moving on to the end-of-chapter materials, you may wish to review Emerging Trends 9.1 with students. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1. What does John Jacak in the HRM Close-up say are the most important aspects in a privacy policy?

Jacak notes that the guiding principle is to maintain trust both of employees and customers.

Building trust and confidence happens by respecting their privacy and their personal information. This involves much more than just legal compliance.

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2. Jacak states that respect is the ―bedrock‖ of employee relations practices. What does this mean?

Without trust, employees will not feel valued and motivated. Employees must feel that they can trust and respect their employer/organization. These two key principles form the foundation of all interactions with, and expectations from, employees.

3. According to Jacak, what does Nutrien’s privacy policy provide to employees?

The privacy policy provides employees with peace of mind. The privacy policy provides an understanding of what information is collected and provides a clear statement that the company is committed to safeguarding personal information and retaining it for only as long as needed.

4. What is Nutrien’s approach to handling personal information?

Nutrien believes that the best approach with personal information is to be transparent and open.

The company maintains that such an approach not only is the optimal way to help head off conflicts that might arise from a lack of understanding, but also helps demonstrate respect for their employees.

Critical Thinking Questions 1. Suki frequently posts tweets about her unhappiness at work and makes derogatory comments about her manager. Does her employer have the right to control what she tweets? Why? What might the employer do?

Although her employer does not necessarily have the right to control her tweets, her employer does have the right to determine the consequences of her actions. Whether or not an employer does anything will depend on what is being said. Generally, employers don’t care and might even encourage positive company news on social media. It is when negative things are said about work situations that employers get concerned.

2. Pardeep works as a millwright in a sawmill. The company is considering redesigning its discipline procedures to be oriented toward positive discipline. What would be the advantages and disadvantages of this change? What would the company want to include in the new procedure?

The company would want the following included in a new procedure: (1) making sure the tone of the procedure was supportive rather than punitive, (2) a statement about the joint responsibility of the employee and the manager in the procedure, (3) steps in using the procedure, and (4) information about how the matter could be concluded.

3. You were recently promoted to a management position. One of your 1st tasks is to discipline 1 of your staff for an ongoing tardiness problem. What information do you need prior to the discipline meeting, and how would you conduct the meeting?

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You would want to conduct a thorough investigation, which includes getting the specifics about a number of incidents and identifying if there is a pattern. The interview needs to focus on how the perceived tardiness is violating performance standards and to provide the employee with an opportunity to give a full explanation.

4. Your professor is dealing with a case where a student was alleged to have cheated on the final exam. Would documentation be important? If so, what type of documentation would be necessary? How should the professor investigate?

It would be important to document as many details as possible, such as the student’s name; anyone who might have witnessed the incident; the date, time, and location of the incident; a factual account of what happened; what school policy was violated; and a summary of the discussion with the student. Also, it would be important to document any other investigative steps that should be thorough, objective, and fall in line with any documented policies and procedures.

This is an opportunity for you to discuss and review your school’s Code of Conduct with students and the disciplinary and investigation processes detailed in it regarding any potential violations.

Building Your Skills Exercises 1 and 2 are designed for use inside the class, and Exercises 3 and 4 are designed for use outside of the class, and results may be shared with classmates.

NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: Will This Improve Performance?

1.―The policy assumed that all absences were innocent.‖ What do you think this means?

This term reflects that an employee did not purposefully and spitefully miss work, or that absences were for valid reasons.

2. The policy was active as of January 1, 2022, and all employees were treated equally from that date, regardless of their previous absenteeism records. Was this fair? Why or why not?

Students will have different responses based upon their own value systems and experiences.

Encourage them to explore the difficulty (and potential legal problems) of trying to enforce previous standards that were not clearly and/or appropriately communicated.

3. Do you think that this policy will continue to get the results being sought? Why or why not?

Students will have a variety of responses. Employees may readily respond to the policy now that it is clearly communicated in simple, easy to understand terms. It will also be important for managers to follow up/discipline those that do not follow policy expectations; otherwise, the

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legitimacy of these policies and the ongoing willingness of employees to follow them will diminish.

Case Study 2: That’s My Privacy!

1. Employers usually do not have policies on using the telephone at work. Why, then, do employers need to develop policies on monitoring the use of email, the Internet, social media, and other forms of technology?

Students will have a variety of responses. Ensure that they at least mention the company’s potential legal liability if company property is used for illegal purposes, as well as the ability to communicate with more than one person at a time, and the possibility of breaching someone’s privacy. Email, Internet use, social media, etc., also leave a record (i.e., proof) of what an employee has done/said, so this makes these forms of communication different than a telephone conversation.

2. Few studies have considered the impact of monitoring on employee behaviour. Does it reduce crime and make workplaces safer and more productive? Or does it increase stress and result in an adversarial relationship? What do you think and why?

Students will have a variety of views. Ensure that students provide thoughtful reasons.

3. If an employer allows you to use your own smartphone at work for business purposes, should the employer be allowed to monitor emails? Why or why not?

Students will have a variety of opinions. Ensure that students provide careful thought and analysis to the legal responsibility that organizations have regarding employee behaviour at work. Discussion regarding an organization’s reputation and brand versus protecting an employee’s privacy should be encouraged.

CHAPTER 10: Understanding Labour Relations and Collective Bargaining

Consider using MindTap for this book to help engage your students and improve outcomes.

MindTap is the platform that gives you complete control of your course—to craft personalized learning experiences that challenge students, build confidence, and elevate performance.

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Access everything you need in one place.

Cut down on prep with MindTap’s preloaded, organized course materials. Teach more efficiently with interactive multimedia, assignments, quizzes, and more. And give your students the power to read, listen, and study on their phones, so they can learn on their terms, by downloading the Cengage Mobile App from the Apple or Google Play Stores.

ESSENTIAL OUTCOMES This chapter is intended to help students better understand labour relations and the collective bargaining process. It discusses the objectives and functions of contemporary labour unions, how unions are organized and administered, and labour legislation so that students can understand how and why such legislation has developed and how it affects contemporary labour relations.

Collective bargaining is a process by which the employment conditions between the employer and its employees are negotiated when there is a union in the workplace. Students can ―walk through‖ the process and learn the relationship of the employer, the union, and the union’s members as the collective agreement is negotiated. It should help students become more familiar with the objectives that each of the bargaining parties typically seeks to achieve, and the strategies and tactics they may utilize in doing so. The use of economic pressures in collective bargaining and the means by which negotiation deadlocks may be resolved or avoided also are discussed.

LEARNING OUTCOMES After studying this chapter, students should be able to 1

Describe the legal framework for labour relations.

2

Explain why employees join unions.

3

Outline the activities undertaken by unions to become the bargaining agent for employees.

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4

Explain the roles of international, national, and local unions.

5

Describe collective bargaining.

6

Discuss bargaining power and how both the union and employer make use of this to achieve bargaining objectives.

7

Explain a collective agreement and list its major provisions.

8

Illustrate a usual grievance progression through to an arbitration decision.

KEY CONCEPTS      

Definition of labour relations and collective bargaining History and background of labour unions How unions operate Collective bargaining process Collective agreements Grievance procedures

STUDENT MOTIVATION The discussion of labour relations, probably more than any subject in HRM, tends to be heavily influenced by the attitudes and emotions of the students. As long as emotionalism does not get out of hand, however, it can serve to generate active class participation by the students. When major industrial labour agreements are under negotiation or when major strikes are occurring, students are provided with some interesting topics for research and discussion. Nearly every year, there are negotiations of national importance in which the parties use the press, radio, and television in an effort to muster favourable public opinion when bargaining breaks down.

Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING If students have a pro-management viewpoint, this phase of the course provides a good opportunity for students to learn about what unions are intended to do, which will give them more knowledge to make informed decisions and opinions. Or, students may have had little to no exposure to unionized workplaces, and therefore have difficulty applying the concepts explored throughout this chapter. © 2023 Cengage Learning Canada, Inc.

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ENGAGEMENT STRATEGIES Ways of engaging students at the outset of class: 28. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

29. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

30. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

The following relate to LO 1: 

Discussion: Ask students if they currently belong to, or have belonged to, a labour organization. Probe their thoughts, views, and feelings about unions.



Discussion: Ask students to review the typical duties of a labour relations board (LRB).

Based upon this, ask them what skills and competencies someone should have to be employed by the LRB. Look for similar and dissimilar responses from students.



Small group exercise: If your classroom is Wi-Fi enabled, ask students to access the labour relations boards in Toolkit 10.1. Have students report their findings to the entire class, including providing information on how easy the site was to navigate and whether they found the information helpful.

The following relates to LO 2: 

Discussion: Review At Work with HRM 10.1, and ask students to respond to the critical thinking questions. Probe further and ask students to share why they think that employees choose to unionize.



Discussion: Use Toolkit 10.2 as a starting point to probe students on their understanding of how management actions (or lack of actions) play a large role in whether employees unionize or not.

The following relate to LO 3: 

Discussion: Review Figure 10.2 and ensure that students clearly understand that there are a variety of unfair labour practices practised by both employers and unions.



Discussion: Ask students if they can explain why the turnout for certification election might be high or low.

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

Discussion: Ask students to identify ways that the new union will affect the organization, specifically managers and supervisors.



Small group exercise: Using At Work with HRM 10.2, organize students into small groups and have separate groups work on the 2 critical thinking questions. Share the results with the entire class.



Discussion: Review Toolkit 10.3 with the students so they understand what employers can do to create a positive work environment. Brainstorm additional ideas.

The following relate to LO 4: 

Discussion: Ask students to read Ethics in HRM 10.1 and provide their answers to the critical thinking questions. Specifically, work on question 2 and see if there is any consensus of opinion.



Discussion: Ask if any student has functioned, or is functioning, as an elected official of their union. For a different discussion about local unions, invite a local union official to the class as a guest speaker.



Assignment: In small groups, assign a short research project investigating the challenges unions are facing.

The following relate to LO 5: 

Review: Examine Figure 10.3 to ensure that students fully understand the collective bargaining process.



Discussion: Ask students to provide examples of ―good-faith bargaining‖ and ―bad-faith bargaining.‖ Compare to Figure 10.4. Can unions exhibit bad-faith bargaining? If so, ask students to provide examples. If this is not the case, why?



Discussion: Ask students what sources they would consult, or what data they would like to have, if they were negotiators.



In-class activity: Divide the class into labour and management teams of 5 to 6 people.

Have each team develop a list of items they would like to bargain over. Ask students where they would obtain data to support their demands. Have the teams write their demands on a flip chart and report their findings to the class. Also ask them to determine whether they would prefer a more win–lose approach to negotiations or a win–win approach.



Discussion: Ask students to identify the characteristics and behaviours of successful negotiators. Probe students on their views regarding how significant this might be in collective bargaining.

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The following relates to LO 6: 

Discussion: Lead the class in a discussion of strikes currently taking place in your province or nationally. Try to identify the deadlocked issues and speculate on the possible outcomes of these labour disputes. Ask students to identify the factors they believe contribute to management’s ability to ―take a strike.‖ Possible choices are high unemployment levels, substitution of technology for labour, ability to run the organization with managers, available competitors of the organization’s product or service, perishability of the product (e.g., oranges, lettuce), and profit level of the organization. That is, some companies are simply in a better financial position to ―take a strike.‖



One-minute paper: Ask students to research what public sector unions in your province have been doing. Have there been strikes? If so, what was the nature of the strike and how long did it last? Was arbitration or conciliation used?

The following relate to LO 7: 

Discussion: Many students have never seen a collective agreement. Acquire several collective agreements and bring them to class; or, if you have Internet access within the classroom, download samples and display on the screen. Pass them around and have a discussion on the major provisions included in each. Compare the articles in these contracts to those shown in Toolkit 10.4 in the textbook.



One-minute paper: Students probably have not been exposed to the concept of residual or defined rights. Ask students to reflect on the concepts and describe which approach they’d prefer as an employer, and why.

The following relate to LO 8: 

Discussion: Have students compare the grievance procedures of different collective agreements. Probe students about the reasons for trying to settle a grievance at the first step. Ask them why grievances may or may not be resolved at the first step. Thoroughly review the steps of the grievance procedure outlined in Figure 10.5, including who is involved.



Discussion: Review HRM and the Law 10.1. Ask students to answer the critical thinking questions at the end. You may also wish to get students to identify why the decisions might be different.

ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a class, ask a student to summarize the key points from the lesson.

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REFLECTION ON TEACHING 55. What worked? What didn’t?

56. Were students engaged? Were they focused or did they go off on tangents?

57. Did my assessments suggest that they understood the key concepts?

58. What could I do differently next time?

59. How can I gather student feedback?

60. How can I make this more relevant to students?

ADDITIONAL RESOURCES Opening Vignette This is the story of the Canadian Actors’ Equity Association, otherwise known as Equity, which represents nearly 6000 artists working in the live performance industry. As explained by Arden R. Ryshpan, Executive Director of Equity, ―we do everything that every other trade union does in the same way, from collective bargaining to dispute resolution,‖ while representing a variety of workers across the entire performance industry, rather than representing members of one specific workplace. The entertainment industry has had to face well-publicized allegations of abuse, sexual harassment, and bullying scandals, and Ryshpan notes that Equity’s goal is to ―build cultural change.‖ Given that Equity represents members as they take on shorter-term (gig) jobs, the company has been a leading-edge service provider to these workers and truly sets the Canadian labour-relations stage for continued success.

Lecture Outline Learning Outcome #1

Discussion

Presentation Slides 5 – 8

Ask students to respond to the critical thinking question on Slide #5. This will help to set the context for material that will be discussed throughout the chapter and will help illuminate that these topics are important, and being enacted, in today’s world of work.

Labour Relations Laws Explain that the labour laws in Canada today emphasize an environment in which both employers and unions can exercise their respective rights and responsibilities. Knowledge of labour relations is critical in managing labour–management relations if the workplace is unionized. Stress that legislation reflects government policy regarding the conduct of the labour– management relationship.

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Review the common features of labour legislation: 1. The right of people to join unions.

2. The requirement that employers recognize a certified union as the rightful and exclusive bargaining agent for that group of employees.

3. The identification of unfair labour practices.

4. The right of unions to strike and the right of employers to lock out workers.

Point out that federally regulated companies such as the airlines, communications, and transportation companies are governed by the Canada Labour Code. However, most unionized employees would be covered through provincial labour legislation. (You may wish to review the applicable legislation in your province using Chapter 2, Figure 2.1.)

Explain that the law typically gets interpreted by the decisions made by the respective labour boards, which then influence the actions a union or company can take in the future. To learn more about the administration of labour relations, see Toolkit 10.1, which lists the websites of the labour relations boards.

Labour Relations Framework

Presentation Slide 9

Using Figure 10.1, go through the factors that influence the labour relations process. Help students understand that beyond legal requirements, the framework is influenced by the economy, the labour market, government policy, and societal norms.

Learning Outcome #2

Why Employees Unionize

Presentation Slides 10 – 11

Explain that there are a number of reasons employees feel the need to form a union. However, the primary ones are: C. Requirement of collective agreement Explain that collective agreements may require a new employee to join a union. Review the definitions of union, closed shop, and open shop.

B. Dissatisfaction with managers Emphasize that one of the most important reasons employees unionize is that managerial practices regarding promotions, vacation scheduling, shift assignment, or other similar actions are done unfairly.

C. Pay and benefits Point out that unions will try to convince potential members that they can deliver pay increases no matter what the employees are currently being paid. Working conditions such

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as poor lighting, lack of consideration to occupational health and safety, and mentally taxing/toxic workplaces are other examples of why employees may unionize.

D. Social and status concerns Unions promote social and leadership opportunities to members. If an employer doesn’t meet the social and leadership needs of its employees, they may turn to a union.

Discussion Referring to At Work with HRM 10.1, ask students to respond to the critical thinking questions posted on Slide #11.

For question 1, students’ answers will vary. However, students may point out that media outlets are unionized. Also, there could be dissatisfaction with their leaders and potentially concerns about pay, benefits, and working conditions, and job security.

Students’ responses will also vary for question 2. However, students would need to consider the political nature of unions and where the best interests of union members lie.

Learning Outcome #3

How Employees Organize

Presentation Slide 12

Explain that while not all organizing drives are alike, most organizing campaigns follow a set series of steps that, when carried out successfully, can lead to unionization.

1. Employees contact a union and meet with an organizer to discuss next steps and timelines.

Employees and the union organizer meet to discuss the possibilities of unionization. The organizer will obtain information about the employer, such as employee wages and benefit levels, working conditions, the financial picture of the organization, and supervisory practices. This information will be used to build a case for the advantages of unionization and how employee needs, problems, and grievances may be supported.

If the union organizer believes that enough workers want to unionize, meetings will be set up to build additional support for the union. During these organizational meetings, the organizer will find employees who can help the organizer direct the campaign, and a communication chain will be established to reach other employees.

2. Employees sign membership cards and authorize the union to represent them.

Once the campaign is successfully under way, the organizer will form an in-house organizing committee made up of supportive employees. It is the job of this committee to pass out literature, gather additional information about the employer, watch for management unfair labour practices, and get authorization cards signed.

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3. The union submits the required minimum number of cards to the appropriate provincial labour board for a decision.

4. The labour board holds a secret ballot where all eligible employees vote.

If voting is in favour of unionization, the labour relations board reviews the application and issues the certificate. Management will thereafter negotiate with union representatives for the purpose of bargaining and formation of a collective agreement.

5. The union informs the employer that it wishes to commence collective bargaining.

The bargaining committee is selected, and the committee, along with a national representative and other specialists as required, will negotiate the first collective agreement.

Union Tactics

Presentation Slide 13

Unions have a duty to act in accordance with labour legislation. Unions are prohibited from interfering with the operation of an employer’s organization. They cannot intimidate or coerce employees to become or remain members of a union. Nor can they force employers to dismiss, discipline, or discriminate against non-union employees. They must provide fair representation for all employees in the bargaining unit, whether in collective bargaining or in grievance procedure cases. Unions cannot engage in activities such as strikes before the expiration of the union contract.

Employer Tactics

Presentation Slide 14

Employers also must not interfere with the certification process. They are prohibited by law from dismissing, disciplining, or threatening employees for exercising their rights to form a union.

Employers cannot promise better conditions, such as increased vacation days, if the employees vote for no union or choose one union over another. Employers cannot unilaterally change wages and working conditions during certification proceedings or during collective bargaining. Like unions, they must bargain in good faith, meaning that they must demonstrate a commitment to bargain seriously and fairly. In addition, they cannot participate in the formation, selection, or support of unions representing employees.

Unfair Labour Practices

Presentation Slide 15

Review the concept of unfair labour practices and how these apply to both employers and unions.

Figure 10.2 will be helpful for this review.

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Certification Procedures

Presentation Slide 16

Review the various ways in which a union can be recognized/certified as representing employees.

A. Voluntary recognition Explain that employers may opt to voluntarily recognize a union, although this is rare.

B. Regular certification This process starts with the union submitting the required minimum membership evidence to the labour relations board. If there is sufficient support, then the board may grant certification or request that a representative vote be gathered in an election.

After the election is held, the labour relations board decides about the union certification based on a majority—usually 51 percent.

C. Prehearing votes Note that a prehearing vote may be taken if there are any signs of irregularity in the voting process. The prehearing votes may determine the level of support by workers for a decision to certify or decertify the union.

D. Contract negotiations Following certification, the employer and union are legally required to bargain in good faith and create the first collective agreement. The term of an agreement may vary but must be a minimum of one year. After the first collective agreement is in place, notification of intent to bargain for renewal prior to expiry of the current contract must occur as contract negotiations are an ongoing process based upon the terms (i.e., expiry) of the collective agreement.

E. Decertification Explain that if a majority of employees indicate they wish to be represented by another union or to no longer be represented by the current union, an application for decertification may be made to the labour relations board. Some of the reasons to move to decertification may be to ensure consistency in management practices and working conditions, the attractiveness of another union that offers a better package overall, and lack of confidence in the union representation.

Impact of Unionization on Managers

Presentation Slides 17 – 18

Review the concept of ―management rights‖ from Chapter 9. Give examples of management prerogatives such as organizational layout, work methods, job content, subcontracting, and selection of certain employees.

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Explain that the collective agreement will set forth the conditions of employment under which employees will work. These employment conditions are normally defined as wages, hours, and working conditions. The employer is free to set HR policies in other areas not covered in the agreement as long as these policies are consistent with the terms of the contract.

Managers play a key role in labour–management relations because they must administer the collective agreement on a daily basis. Since a primary responsibility of a manger’s job is to direct the workforce, the supervisor must be careful and have just cause for their actions. When the union believes that a manager’s actions were not just, these actions will be grieved through the grievance procedure (discussed later).

Discussion Referring to At Work with HRM 10.2, ask students to respond to the critical thinking questions on Slide #18.

For question 1, students’ answers will vary. Students should consider why the employees and the union were challenging the decision. Did they not like how the company did it? Were they concerned that it may not be just temporary? Was there another way that the union could have handled the situation?

Students’ responses for question 2 will also vary. Students may wish to read the newspaper article to get a fuller understanding of what was presented in the arbitration: https://www.hrreporter.com/labour/news/management-rights-win-out-in-saskatchewan-starttime-dispute/325836 Learning

Outcome

#4

How Unions Operate

Presentation Slides 19 – 22

Craft or trade unions represent workers in the plumbing and pipefitting industries. Other workers were usually represented by unions according to the industry, such as the Canadian Union of Postal Workers and the Ontario Secondary School Teachers’ Federation. These differences are now blurred with unskilled, skilled, white-collar, blue-collar, and professionals being represented by any union. And there is another category—employee associations—which sometimes represent various white-collar and professional employees. Examples of employee associations are the Québec Federation of Nurses and the Alberta Teachers’ Association. These associations sometimes act and behave as if they were a union; however, they are not. And sometimes, if an association eventually becomes unionized (such as a college faculty association), it will also continue to behave as if it were an association.

International and National Unions

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International unions tend to be affiliates of American unions, with headquarters in the United States. The vast majority of unions in Canada are national unions. Both international and national unions are made up of local unions. The objectives of these unions are to help organize local unions, to provide strike support, and to assist local unions with negotiations, grievance procedures, and the like. These unions also represent membership interest with internal and external constituents. By ensuring that all employers pay similar wages to their unionized workers, they fulfill the additional role of removing higher wages as a competitive disadvantage.

At Work with HRM 10.3 may be used to provide an example to students of how a national union’s work goes beyond just helping local unions.

Structure and Functions of Local Unions and Union Leadership Local unions carry out the daily functions of business unionism. The two primary tasks of the local are to (1) negotiate the labour agreement, and (2) represent member rights through enforcing the contract by way of the grievance procedure. Elected officials run the local union.

These officers, except in very big locals or in certain craft unions, are normally workers of the unionized organization. Review the role of the shop steward.

Remind students that unions may also have a ―business agent‖—an individual who is hired by the union to run the affairs of the union, including negotiations and grievance handling.

Stress that to work effectively with union officials, it is important for managers to understand their approaches and philosophies. The following points will help to achieve this positive relationship. Remember: (1) union officials are elected and therefore subject to the political pressures of a local following; (2) union officials may seek to represent their members on issues that managers may believe are not in the best interest of the organization; (3) rank-and-file members exert strong pressures on union officials; and (4) union officials often hold a strong belief in the ideals of business unionism and how unionism can help employees.

Labour Relations in the Public Sector

Presentation Slide 23

Explain that one of the major growth areas for unions during the past 30+ years has been the public sector. While public-sector labour relations have some characteristics similar to privatesector collective bargaining, they also have distinct differences. These differences will be highlighted in this section.

A. Political nature of labour–management relationship Remind students that private-sector labour relations are based on an economic foundation, whereas the foundation in the public sector is political. Decision making in the public sector flows from the bottom up (i.e., from voters to elected officials), and therefore public unions are subject to the politics that influence public officials. Also, public-sector managers are much more subject to public scrutiny and debate than private-sector managers.

B. Strikes in the public sector

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Reinforce that strikes by public employees are a problem because of the essential nature of many public-sector jobs (e.g., police, fire, hospital employees).

Public-sector employees do strike, however, and when this has happened, public-sector managers have largely given in to the demands of employees. Various provincial legislatures have granted the right to strike to public employees, although specific groups of employees, those considered to be performing essential services, are legally restricted from endangering the public’s health, safety, or welfare. For example, hospitals in Canada are expected to continue essential services such as emergency care, procedures in lifethreatening situations, and the continued safe care of in-patients.

Learning Outcome #5 The Collective Bargaining Process: Preparing to Negotiate

Presentation Slides 24 – 25

The primary purpose of the collective bargaining process is to negotiate the collective agreement.

Remind students that the collective agreement is the term used to describe the terms and conditions of employment for employees. To achieve their respective bargaining goals, labour may pressure management through the use of the strike, and management may threaten to hire replacements or lock employees out. All of these activities interact to become the bargaining process. Also, point out that the agreement is for a specific period of time (most labour legislation requires a minimum of 1 year), and that the process has 3 phases: (1) preparation, (2) face-to-face collective bargaining, and (3) training and contract administration.

Point out that preparing for negotiations includes determining bargaining demands, developing the strategy and tactics used to achieve these demands, and collecting factual data to support bargaining demands.

Information related to the administration of the collective agreement (such as grievances, shift assignments, arbitration decisions, and the amount of the labour payroll) is necessary to understanding what proposals might be developed. In addition, information can be obtained from other collective agreements negotiated in the company’s industry. These agreements are usually available through labour relations boards.

Managers are also actively involved in supplying information and suggestions as they work with the collective agreement on a daily basis. Any concerns that managers might have with the collective agreement should be thoroughly understood, considered, and incorporated as appropriate into the overall bargaining approach.

It is critical that the organization develop a strategy for negotiations. Without adequately planning what it wants to achieve, a company might end up with an unwanted outcome.

Negotiators for an employer should develop a written plan covering their bargaining strategy.

Negotiating

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Presentation Slide 26

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Emphasize that a characteristic of labour negotiations is that each bargaining situation is unique.

Economics of the period, personalities of the negotiators, competitive pressures on the organization, and different expectations of employees are contributing factors. Whether negotiations progress smoothly or not depends to a great extent on the experience of the negotiators and their ability to function effectively in a give-and-take situation.

A. Bargaining teams Explain that industry practice and bargaining history will influence the composition and size of each side’s bargaining team. Typically, 4 to 6 people each from the employer and from the union function as the teams. Higher-level managers will represent management from different functional areas—finance, operations, and human resources. The union bargaining team will be composed of local union vice-presidents, the chief steward, and the president of the local union or business agent, and possibly someone from the national union.

B. Proposal Analysis For the proposals to be resolved, they must be acceptable in some form to the other side.

That is, the point at which agreement is reached must be within limits. Often negotiators will separate their proposals into three categories: (1) proposals that must be achieved, (2) proposals that are desired, and (3) proposals that are of little interest but are used for compromising.

C. Reaching Agreement Point out that for the parties to successfully conclude negotiations, they must bargain within a range acceptable to both sides. If either side’s bargaining demands are too extreme and fall outside the range of acceptable limits, a bargaining deadlock is likely to occur.

D. Good Faith Bargaining and Integrative Bargaining Explain that the law requires that both sides bargain in ―good faith‖ to reach an agreement. Surface bargaining results when either side simply goes through the motions without any real intent of reaching an agreement that both parties can live with.

Review the definition of integrative (or interest-based) bargaining: a collaborative approach to negotiations that focuses on developing mutually favourable outcomes.

Encourage students to discuss how this specific approach is different than a ―win–lose‖ approach to bargaining.

Learning Outcome #6 Power in Collective Bargaining

Presentation Slide 27

The Employer’s Power in Collective Bargaining Explain that an employer is not without its own power during bargaining. If employees are contemplating a strike, their employer has the option of closing the organization down or

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continuing operations with management personnel. Depending on the labour legislation, organizations may also be able to hire replacement workers or transfer work to another facility.

A. Continuing operations during strikes Explain that when deciding whether or not to operate during a strike, employers must balance the costs of lost production and sales against the cost of agreeing to union demands. This is not an easy decision. If a strike begins, the organization may lose customers to competing organizations. In today’s increasingly global economy, a strike may give a foreign firm the chance to gain a foothold in an organization’s market. For these reasons, organizations today seem more willing to operate in the face of a strike.

B. Locking out employees Point out that lockouts are not prevalent among employers. The reason for this is that they create bad publicity for the employer. In a multi-employer bargaining arrangement, if the union strikes one of the employers, the other employers may automatically lock out their employees to preserve solidarity among the multi-employer group.

The Union’s Power in Collective Bargaining Explain that strikes are a large, visible outcome of the collective bargaining process. Since the media often publicize strikes, citizens often think that strikes contribute largely to total workdays lost each year. In actuality, annual strikes represent a small portion of total workdays lost in industry.

A. Striking Explain that striking the employer may not be as practical for the union as it once was.

Employers today seem much more willing to operate the organization with management and supervisory personnel or to hire replacement employees. The greater the chance for the employer to continue operations, the less the chance of success for the strike.

B. Picketing Point out that picketing is a very effective weapon available to the union. This is true even when the workers on strike represent only a small percentage of the organization’s total workforce. A picket sign signifies that a labour dispute is in progress and that the striking employees are asking other employees (sympathy strikers) not to cross the picket lines. Because some unions will not cross the picket line of another union, the employer can be denied the goods or materials needed to continue operations.

Resolving Deadlocks

Presentation Slide 28

Both sides are affected by a bargaining deadlock. Employers can lose customers, profits, or customer goodwill. Unions suffer as their members lose wages. Union officers risk being voted out of office, or the union could be decertified through a labour relations board.

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Review the various ways in which deadlocks can be addressed: A. Conciliation In many jurisdictions, conciliation is compulsory before a legal strike or lockout. The conciliator, appointed by the provincial ministry of labour, helps the parties reconcile their differences in an attempt to reach a workable agreement. If the conciliation effort is unsuccessful, a report is filed with the ministry of labour, which, in rare instances, may appoint a conciliation board that accepts presentations from both parties and makes nonbinding formal recommendations.

B. Mediation Mediation is similar to conciliation, except that it is voluntary (the 2 parties contract a neutral 3rd party to help them), and the mediator assumes a more active role as a negotiator. A mediator serves primarily as a fact finder and someone to open up a channel of communication between the parties. Typically, the mediator meets with one party and then the other in order to suggest compromise solutions or to recommend concessions from each side that will lead to an agreement without causing either to lose face.

Mediators have no power or authority to force either side toward an agreement. They must have the ability to understand the perspectives of all parties and to help each party involved to understand those perspectives.

C. Arbitration Arbitration is the only 3rd-party resolution form that results in binding decisions. The arbitrator is a neutral individual who is retained to hear the dispute and to decide on the outcome or course of action. Arbitration is a type of judicial process as the decision is final and binding. The arbitrator will ask for evidence from each party so that the new collective agreement can be determined. Although mediation is frequently used to settle a collective agreement, arbitration is not often used, and if it is, it is usually in the public sector. There are situations in the public sector where strikes may be prohibited if the employees are in an essential service area, such as firefighting. If this is the case, then interest arbitration is used to resolve negotiations. Often the union, the employer, or both are not anxious to have a 3rd party determine the collective agreement, and, frequently, the only issue at an interest arbitration is a key item such as compensation.

Learning Outcome #7 The Collective Agreement

Presentation Slide 29

Explain that the tangible outcome of the collective bargaining process is the collective agreement: a written document that is legally binding on both parties. Further, explain that it is also a ―living‖ document in that the managers and employees will use it on a day-to-day basis to ensure that the agreed-on working conditions are met.

Stress that employers with unionized workers know that most labour relations activities centre on the day-to-day administration of the agreement. The parties will need to apply the agreement to

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the changing environment of the organization and interpret any ambiguous terms or clauses put in the agreement during negotiations.

Management rights Point out that a central article in any collective agreement is the management rights clause.

Management rights pertain to those decisions over which management is able to exercise exclusive control. Be sure that students understand the following concepts that are critical to how a collective agreement is viewed: Residual rights—Explain that management’s residual rights are those rights that are not shared with the union, or limited by law, or by the union contract. These rights, for example, may include the selection of operating equipment, products or services to produce, or plant location and physical layout. This looks at the collective agreement as the ―book of restrictions.‖ Defined rights—Explain that defined rights are those rights retained by management but limited by contractual agreement with the union. For example, management has the right to discipline employees, select employees for job assignments or promotions, or assign employees to training classes. These rights, however, may be limited by the negotiated agreement between the parties. While management has the right to exercise its administrative initiative under the agreement, the union has the right to challenge these actions if it believes that employees’ rights have been violated. Frequently, the defined rights view is considered the ―book of permissions.‖ Learning Outcome #8 The Grievance Process

Presentation Slides 30 – 31

Describe the grievance procedure as a mechanism that allows a union to represent the interests of its members in dealing with a complaint that something in the collective agreement was violated.

It will be designed to reflect the needs of the parties. It differs specifically as to (1) the number of steps in the procedure, (2) who is responsible for hearing grievances at each step, (3) time limits for filing and responding to grievances at each step, and (4) how the arbitration process is to be initiated.

Explain that some people consider the grievance process to be the heart of collective agreement.

This type of mechanism allows for differences to be openly discussed and resolved. A grievance can also provide a way for employees to relieve job frustrations. Note that a grievance is a complaint that the collective agreement has been violated; it is usually initiated by an employee (or the union on behalf of the employee); it can be specific to one employee or many employees; and it is a formal process required by labour legislation. Stress that the grievance process was developed to allow for resolution of problems without resorting to a strike. Explain that the employer can initiate a grievance, but that this does not occur very often.

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A. Initiating the formal grievance Explain that grievances are presented either orally or in written form at the first step. The employee or the shop steward is the logical person to present the grievance to the employee’s immediate supervisor. Remind students that sometimes this is a very informal step and that the supervisor may not be fully aware that the complaint is really a grievance. Review Figure 10.5 and ensure students understand how it becomes more difficult to solve the problem as it moves forward in the grievance process.

B. Grievance resolution Explain that the vast bulk of grievances are resolved during the early stages of the grievance procedure. However, the ultimate step, rights arbitration, allows for a final and binding decision if the parties cannot resolve the dispute between them.

The Arbitration Process Point out that arbitration is used by the parties when a grievance case is difficult to resolve and becomes deadlocked. A neutral individual from outside the organization is selected to hear the dispute. Arbitration is a quasi-judicial process where each party will make a submission, have witnesses testify, provide evidence, and argue the case as in a court of law. Labour lawyers today conduct most arbitration procedures. Emphasize that the decision reached after hearing the case becomes legally binding on both parties and can be enforced through civil courts.

Deciding to go to arbitration is a very serious and costly decision. Both the employer and the union will need to weigh the importance of the issue and their associated arbitration costs against whether or not the decision will be favourable to them.

Explain that the arbitration award normally consists of several sections. These typically are:  contract articles in dispute  position of the parties  analysis by the arbitrator  decision of the arbitration (award) with directions on action to be taken  The reasoning behind the decision may provide guidance for resolution of future disputes.

Explain that the foundation for an arbitrator’s decision is the collective agreement, but point out that the company’s HR practices and policies and how the organization has behaved in the past can also influence the decision.

Remind students that while arbitrators have freedom to decide the case, their final decision must be based on four factors: (1) the language of the collective agreement, (2) the submission agreement, (3) facts and evidence presented at the hearing, and (4) common standards of arbitration. Furthermore, arbitrators will judge the fairness of management’s action according to whether it might have been arbitrary, capricious, or discriminatory.

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Summary Presentation Slide 32

Discussion To bring the material presented in Chapter 10 to a close, ask students to discuss the critical thinking question posted on Slide #32. This will enable students to review a collective agreement that impacts workers on the campus where they study. (If you do not have collective agreements at your institution, use one from a nearby postsecondary institution). This exercise will help to bring the importance of a collective agreement, and the working terms and conditions it addresses, to life for students.

Presentation Slide 33

Running Case: This Makes Scents (Part 4) Invite students to read Part 4 of the running case, which provides an update regarding Jessie and Ashton’s business.They are contemplating how to discipline employees, are considering expansion, and may also be facing unionization.

Answers to the critical thinking questions at the end of Part 4 of this case are provided later in this document.

Emerging Trends Before moving on to the end-of-chapter materials, you may wish to review Emerging Trends 10.1 with students. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1. What has made Equity unique as a Canadian union?

Equity is unique in that it represents gig workers who are employed, from time to time, in different roles with different employers in the live performance industry.

2. What does Arden Ryshpan say about the workers that Equity represents?

Ryshpan notes that Equity represents nearly 6000 artists working in the live performance industry. This includes actors, dancers, singers, stage managers, directors, choreographers, fight, and intimacy directors who work in theatre, dance, and opera in English Canada. Equity provides critical support for its members by providing the business side of the independent

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contractor equation. This happens through the collective bargaining process, which leads to the collective agreement articulating the terms and working conditions for each member for each engagement. Ryshpan shares that―Our union fills an important role for our members so they are not starting from zero every single time when they start doing a gig. Imagine if they had to renegotiate everything, every single time. That’s what gig workers are stuck with. We go in and take care of all of it for our people.‖ 3. How did Equity take an early lead on dealing with issues of sexual harassment and bullying?

Equity has an action plan called ―Not in OUR Space!‖ to combat workplace and sexual harassment within the Canadian performing artist industry. This plan is included in all artist and performance partner engagements. It identifies measures for the treatment of members with safety, dignity, and respect in whatever environment they may find themselves. These measures go further to include intervention mechanisms provided by the union if an artist is at risk or in personal jeopardy during a production.

4. Why is Equity seen as a leader in ―organizing the un-organizable‖?

Gig, or independent, workers often have a vast array of differing needs and therefore it can be difficult for a union to properly represent the needs of its members. Equity has overcome this by acknowledging and working on central or key issues that cross boundaries of the differing workers in the live performance industry. As Ryshpan notes, ―We are seen as punching well above our weight.‖ Critical Thinking Questions 1. One of your friends is a manager in a province-wide restaurant chain. All the restaurants have just become unionized, and your friend is not sure how to treat the staff. What advice would you give?

It is important that the supervisor continue to treat people fairly and develop a positive relationship with the shop steward.

2. What approach might an employer take to discourage employees from joining a union? What response might a union make?

Although employers may be prevented by legislation from saying too much, if they are allowed, employers will stress the favourable conditions employees already possess without joining any union. They will emphasize that some of these benefits may be lost through the bargaining process if the union gains recognition. Other arguments that may be presented against unionism include the cost of their union dues, their loss of freedom to deal with the employer, and the possibility of pay losses arising from strikes.

The union will focus on the employer’s shortcomings and any employment conditions that lag behind those of other union employees. It will stress the job protection employees lack without a union to intercede on their behalf.

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At all times, both employers and unions must adhere to legislative requirements (unfair labour practices) regarding what they can and cannot do when employees are considering joining a union.

3. Your best friend has recently been appointed a shop steward of their work unit. You know the friend’s manager and feel the manager has always been fair in dealing with staff. What advice might you give your friend in their new role?

Many workplace issues in a unionized environment can be effectively handled when there is a positive and constructive relationship between the manager and the shop steward. This would be particularly useful in this situation, where you feel the manager has been fair.

4. The negotiations between Grand Plumbing Services International and its union have become deadlocked. What form of bargaining power does each side possess to enforce its bargaining demands? What are the advantages and disadvantages of each form of bargaining power for both the union and the employer?

The union could strike, picket, slow down the work of employees, or strictly follow the collective agreement. The employer could operate during a strike or lock out employees.

5. Harjit Sandhu has decided to file a grievance with the shop steward, alleging that his shift was changed contrary to the requirements of the collective agreement. Describe the steps in the grievance process and what information would be necessary.

The steps in the grievance process are listed in Figure 10.5. Information necessary would include the language in the collective agreement regarding management rights regarding shift allocation.

Building Your Skills Exercises 1, 2, and 3 are designed for use inside the class, and Exercise 4 is designed for use outside of the class, and results may be shared with classmates.

Exercise 4 - Sample website obtained through a database search: https://www.sciencedirect.com/science/article/pii/S0016718512002060?casa_token=QO5n8mF_ 2tcAAAAA:fLTvzgvMaJIrs2aPPaaRQVNjtQnaztiM1i7D6U1XaGxuVwwCtjRoLEdfkFMPZ2tJ _H13a50PRw

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NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: Can I Really Be Disciplined?

1. Do you agree with the arbitrators’ decisions? Why or why not?

Students will have varying opinions. Encourage discussion about reasonableness and management’s rights (defined and residual) as documented in a collective agreement and how employee expectations should be clearly communicated. These cases also address interesting ethical dilemmas and decisions regarding the greater good versus the needs or wants of a few.

2. What might have been the consequence if Garda had not terminated the employee?

Other employees could, potentially, fail to take the rules seriously. If there are no consequences for breaching requirements then management would lose credibility and respect. Also, if these specific rules were not followed, employees could potentially have grounds for feeling unsafe at work, i.e., the company could be accused of not enacting due diligence pertaining to health and safety requirements.

3. What might have happened if Caressant had not instituted a mandatory test?

Employees, residents, and other stakeholders (family members, visitors, drop-in care providers) could potentially have felt unsafe and unprotected, thereby leaving Caressant open to claims of failing to act due diligence regarding health and safety requirements. It is also important to note that Caressant provided other options in lieu of testing, thereby helping with the test of reasonableness.

Case Study 2: Did the Employer Really Have to Lock Me Out? 1. Strikes and lock-outs have very serious consequences for employers and employees. Decide which of the above (CRC or union) has more power and why.

Students will have a variety of responses and ideas. A discussion should occur regarding the union’s power to picket and strike versus CRC’s ability to continue operations during a strike or lock out employees. Which action(s) has (have) the direst consequences, to whom, and why?

2. The Saskatchewan government chose not to intervene directly. Would the settlement have occurred earlier if it had? Explain your answer.

If the government had intervened and forced arbitration or forced a return to work by declaring these individuals as essential workers (could this even be proven/upheld in court?), then the balance and use of power could have been altered, possibly leading to an earlier settlement.

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3. Could an earlier settlement have eased tensions? Why or why not?

When processes are cut short, or decisions forced upon people, a feeling of injustice can prevail.

As such, the need to allow parties to negotiate (i.e., let processes evolve as part of a natural process) is often important. In such cases, earlier settlements may cause tensions to actually increase. In contrast, some may be of the opinion that it is better to get employees back to work and to begin the process of repairing the union-management relationship as soon as possible.

Encourage students to explore both forms of thinking.

RUNNING CASE: THIS MAKES SCENTS (Part 4) 1. What can Jessie and Ashton do to ensure that staff understand the reasons for creating a code of conduct and a discipline process?

Some ideas are ongoing training/workshops, ongoing conversations with employees, ensuring that they have an open-door policy so that employees can ask questions, and ensuring that employees are aware of the company’s legal obligations in this regard.

2. What are some other aspects of a discipline process that need to be included in the process?

Steps should also address proper documentation, a thorough investigation regarding the situation, opportunities to help employees improve their behaviour, and perhaps a suspension without pay. Encourage students to review and discuss the material from Chapter 9.

3. What else could the store manager do to help the disciplined employee improve and be successful?

The manager could engage in coaching conversations and finding out why the employee is not performing well. Perhaps providing customer service training would improve the employee’s behaviour? Perhaps something in the work environment is causing this behaviour? A deeper review and understanding of the situation are required. Students should be encouraged to brainstorm other actions that the manager could take.

4. What could Jessie and Ashton say to employees regarding unionizing?

It is important that Jessie and Ashton do not conduct any unfair labour practices. They are permitted to share their opinions with employees and advise them why joining a union would not be a good idea (i.e., lack of freedom to deal directly with Jessie and Ashton, required payment of union dues). However, all communication must be done in a non-threatening manner and in no way imply that employees will be punished or terminated for considering unionization.

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5. What might be other reasons that the employees are considering unionizing?

Reasons include unfair allocation of shifts, unsafe working conditions, inappropriate compensation, lack of recognition and support from management, and wanting to feel part of a group with common interests (i.e., strength in numbers).

6. What could Deepak do to help Jessie and Ashton with these issues?

You will need to consider the company’s legal obligations; workplace culture; designing effective jobs; orienting, training, and developing employees; performance management; total rewards; and balancing employee and management rights. Ongoing and transparent communication with and education for employees regarding HRM systems, practices, and policies are necessary in order to retain employees, keep them motivated and effective in their roles, and dissuade them from unionizing. Based on the company’s growth and evolution, a complete HR audit and redevelopment of HR strategy to support the business strategy could be timely and effective.

CHAPTER 11: Learning About International Human Resources Management

Consider using MindTap for this book to help engage your students and improve outcomes.

MindTap is the platform that gives you complete control of your course—to craft personalized learning experiences that challenge students, build confidence, and elevate performance.

Access everything you need in one place.

Cut down on prep with MindTap’s preloaded, organized course materials. Teach more efficiently with interactive multimedia, assignments, quizzes, and more. And give your students the power to read, listen, and study on their phones, so they can learn on their terms, by downloading the Cengage Mobile App from the Apple or Google Play Stores.

ESSENTIAL OUTCOMES The purpose of this chapter is to acquaint students with the similarities and differences when examining human resources management in an international context. It will explain the different organizational forms used throughout the world and the various economic, political–legal, and cultural factors that need to be considered when running a business in another country other than Canada. Each of the HR topics introduced in Chapter 1 will be examined from an international perspective.

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LEARNING OUTCOMES After studying this chapter, students should be able to 1

Describe the types of organizational forms used by companies with international operations.

2

Explain the economic, political–legal, and cultural factors in different countries that need to be considered from an HR perspective.

3

Describe recruitment and selection for international operations.

4

Discuss the unique training and development needs of employees working in international locations.

5 6

Discuss the considerations when managing the performance of employees working in international locations.

Outline the characteristics of a good international rewards and recognition program.

7

Explain how labour relations practices differ around the world.

KEY CONCEPTS   

Forms of international business organizations Impact of the global environment on management HRM in an international context

STUDENT MOTIVATION Upon graduation, students may work in another country or work for a company that has operations around the globe. It will be useful for students to understand the different HR practices in other countries.

Using MindTap to motivate students to read: Students regularly share that when the readings are assigned for a percentage of their overall grade, they are more inclined to do this work. The MindTap eReader features Concept Checks throughout the readings that act as formative assessment and help the student improve metacognition. These concept checks can be assigned for a grade, in addition to any assessment (end of chapter quizzes, for example) featured throughout the resource.

BARRIERS TO LEARNING Students may not have a broad enough perspective to feel that any information about working in other countries is useful.

ENGAGEMENT STRATEGIES

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Ways of engaging students at the outset of class: 31. Use the discussion questions that follow. These questions can be entered into the Cengage Mobile app and used as a poll. Contact your Cengage Learning Consultant to learn more.

32. Consider using video cases featured in MindTap at the end of each chapter. These stories from Canadian news sources are used to illustrate contemporary business challenges facing HR practitioners.

33. Industry Interviews: Throughout this engaging video series, Canadian professionals from a cross-section of industries reinforce the readings, activities, and highlighted skills of concepts. Multiple choice questions follow that are automatically graded.

The following relate to LO 1: 

Discussion: Determine with students whether there are any companies in your city that do business internationally, and then see if you and/or the students can assess what type of organizational form it has. Are there local companies that might also have owners in another country?



One-minute paper: Ask students to research the current global economic environment and comment on the implications for Canada in doing business in other countries and HRM.

The following relate to LO 2: 

Discussion: Ask students to examine Figure 11.3 and discuss their understanding of the various cultural dimensions.



Small group discussion: Working in small groups, have students read At Work with HRM 11.1, and have each group prepare a response to the critical thinking questions.

Each group will share their response with the whole class. Determine if there are any common themes.

The following relate to LO 3: 

Discussion: Using At Work with HRM 11.2, discuss the reasons Four Seasons focuses on service attitude when hiring employees. Also, ask students to respond to the critical thinking question.



Discussion: Ask students to read At Work with HRM 11.3, and then ask them to determine what Harbour Air may have to do if it wants to be successful in China.



Discussion: Ask students to share what problems they anticipate within transnational teams. Why are these issues expected? Look for common themes and encourage students to think about solutions to these potential problems. © 2023 Cengage Learning Canada, Inc.

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

Review: Using Figure 11.4, examine the selection criteria for international assignments.

Discuss the key differences in criteria with home-country work and why the success of such assignments is so heavily influenced by family, and why a person and their family must have respect for the local culture.



One-minute paper: Ask students to research the most common problems experienced by expatriates’ families. Students should then provide options for how these issues could be eliminated or mitigated.



Discussion: Using Ethics in HRM 11.1, ask students to respond to the critical thinking question. Encourage students to debate and defend their different perspectives.

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The following relate to LO 4: 

Discussion: Review the list/content of training programs regarding the topics critical to helping people succeed in foreign assignments. What other topics would students recommend be covered, and why?



Discussion: Ask students to share their own experiences of culture shock. What would they do differently now that they have had these experiences?



Small group discussion: Working in small groups, have students brainstorm how expatriate employees can best remain connected to home country employees and remain up to date with what is happening at the home country organization. Have groups share their ideas with one another.

The following relate to LO 5: 

Discussion: Go over the tips for providing feedback to expatriates. What other tips would students suggest and why?



Discussion: Using HRM and the Law 11.1, ask students to respond to the critical thinking questions. Encourage students to think deeply about the potential difficulties in holding employees to similar performance standards in different locations and cultures.

The following relates to LO 6: 

One-minute paper: Ask students to research the top three issues/priorities when determining expatriate compensation. Students can share their finding with one another or in smaller groups of 4 to 5 people.

The following relates to LO 7: 

One-minute paper: Ask students to read At Work with HRM 11.4 and research additional information on the ILO’s website (www.ilo.org) pertaining to the topics it is currently working on. Ask each student to pick one topic and prepare a one-minute paper summarizing the work the ILO is doing in that topic area.

ASSESSMENT TOOLS You may wish to make use of the test bank, web quizzes, or at the end of a class, ask a student to summarize the key points from the lesson.

REFLECTION ON TEACHING 61. What worked? What didn’t?

62. Were students engaged? Were they focused or did they go off on tangents?

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64. What could I do differently next time?

65. How can I gather student feedback?

66. How can I make this more relevant to students?

ADDITIONAL RESOURCES Opening Vignette Aly Bandali, CEO of Give Sight Global, shares the challenges and opportunities of leading an international organization. Bandali is proud of the work accomplished by the company, which is based upon a model of sustainable entrepreneurship. He stresses that international development work should not be approached with the bias that what is done in Canada is the best in the world.

International work requires being open-minded and willing to see how something is done differently. Bandali notes that this global shift further highlights the need to identify and understand the pitfalls that come with a Western-only approach to international development.

Bandali concludes with an inspirational statement that ―Whether it is in a business, a development organization or in a government office, we have to build on the notion of loving and caring for other people.‖

Lecture Outline Learning Outcome #1

Discussion

Presentation Slides 5 – 6

Ask students to respond to the critical thinking question posted on Slide #5. The various responses will frame the material that will be addressed throughout this chapter.

Managing Across Borders Explain that organizations have different forms when conducting business internationally.

Review the following terms: 

Multinational companies have investment in other countries but do not have coordinated product offerings in each country. They are more focused on adapting their products and service to each local market.



International companies are importers and exporters; they have no investment outside of their home country.



Transnational companies are much more complex organizations. They have invested in foreign operations and have a central corporate facility, but give decision-making, Research and Development, and marketing powers to each foreign market.

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

Global companies have invested and are present in many countries. They market their products through the use of the same coordinated image or brand in all markets.

Generally, one corporate office is responsible for global strategy. The emphasis is on volume, cost management, and efficiency.

Learning Outcome #2

How Does the Global Environment Influence Management?

Presentation Slides 7 – 10

Explain that there are many factors that influence both the type of organizational form used and whether or not a particular country is suitable for international business.

Of particular note are cultural factors, as they influence the way in which employees are managed. Hofstede’s Cultural Dimensions (Figure 11.3) provide a good overview of typical cultural factors and considerations when conducting international business.

Discussion Referring to At Work with HRM 11.1, ask students to respond to the critical thinking question posted on Slide #9.

Students’ responses will vary. It would be helpful for students to review Organizational Culture from Chapter 3 as they develop their responses, and they should consider if health and safety at work have the same value in all organizations around the globe.

Canadian Versus International HRM When addressing Canadian versus international HRM, remind students that international Human Resources Management presents its own challenges. Issues such as relocating employees to foreign offices and hiring local employees in different countries must be addressed. Because of the complexity of HR when doing business in other countries, larger companies will have HR professionals and human resource management systems (HRMS) devoted solely to assisting with the globalization process.

Learning Outcome #3

International Recruitment

Presentation Slides 11 – 12

Explain to students that companies recruit internationally, and that in doing so, they must be aware of the different cultural, political, and legal environments.

Review the 3 main sources of people to hire to work in international operations. As one option, a company can relocate employees from its home country, and these workers are referred to as expatriates. Or, a company can hire people from the country in which the business is being © 2023 Cengage Learning Canada, Inc.

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conducted, and these employees are known as host-country nationals. The third option is to hire employees from another country altogether, and these people are called third-country nationals.

Further, instead of focusing on recruiting individual workers to work in international locations, some companies form teams of employees who move from one international project or location to another. These transnational teams, composed of people from various national backgrounds, are mobile employees who work as a group and move where the company requires their knowledge, skills, and abilities.

In order to ensure that global talent is attracted and retained in other countries, organizations need to focus on the following:    

Brand—having a reputation as an employer where people can excel Compensation—ensuring that the rewards program is competitive and fits the local circumstances as well as what applies in the home country Development—increasing employees’ skills and competencies Culture—understanding the local environment and what additional supports might be necessary to attract and retain employees

International Selection

Presentation Slides 13 –15

Explain that the process and criteria can be very different depending on the country.

Strategic selection of expatriates requires the following actions: 

Begin with self-identification. Employees should be encouraged to think about their career plans and ability and desire to move to international locations as part of an organization’s ongoing performance management and coaching conversations.

Employees need to be made aware of possible future opportunities, and then to discuss their suitability and interest with their managers.



Create a candidate pool. After employees have self-identified their interest in international work, a company can create a database of this information. Further details about potential expatriates, including language skills and technical abilities, can also be stored in this resource. Effective succession planning, particularly to fulfill the demand created by international work, requires managers to take an active role in the process.



Ensure person–job fit. Based upon the specific requirements of each international job, managers need to assess the knowledge, skills, and abilities of potential candidates to ensure that, from a technical aspect, the employee would be capable of performing the required work. Although many factors determine success abroad, the initial focus should be on the requirements of the job.

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

Ensure person–location fit. The employee’s ability to adapt and live in a different culture is also important. It is also critical to ensure that the person’s family will be able to adapt to, and fit into, the new location.

Figure 11.4 provides an overview of considerations when selecting an expatriate employee.

Discussion Referring to Ethics in HRM 11.1, ask students the critical thinking question posed on Slide #15.

Students’ answers will vary. While preparing their response, students need to consider the importance of family during an international assignment, and some of the family factors that create problems when working in another country.

Learning

Outcome

#4

International Training and Development

Presentation Slide 16

Explain the importance of training and development in preparing a person for an international assignment. Review the reasons why it is important for a person to know as much as possible about the country, its culture, history, and values, and about how their company operates.

Review the following possible types of training content that could be provided: 

Language training. Describe the reasons why being able to communicate in the host-country language is helpful to the success of an international assignment.

Review the list of language usage in the chapter and any other examples students might have.



Cultural sensitivity training. Discuss with students the need to be sensitive to cultural differences in another country, and how the success of the assignment and the success of the business will depend on how well the manager understands employees in another country.

Discuss that one of the most frequent causes of an employee’s failure to be successful in an international assignment is personal and family stress. Employees and their family members who accompany them on international assignments should receive training and preparation as well.

Explain that the opportunity to work in an international location may assist employees to enhance their career opportunities. Exposure to new cultures, new work environments, and new people provides the opportunity for developing technical abilities and other, softer skills. With this in mind, any international assignments must be given to employees with a purpose, or end goal, in mind.

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Discuss that employees and their families require assistance when returning back to their home country. After significant time away, the original home location can seem foreign. As such, organizations need to help employees and their families with repatriation, which is the process of returning to their original home country or country of original citizenship.

Culture Shock

Presentation Slide 17

Review the definition of culture shock and explain that employees and their families can even experience this when returning to their home country.

Learning Outcome #5 International Performance Management

Presentation Slides 18 – 19

Explain the complexity of assessing the performance of someone who is working in another country. While the home-country organization may feel that an international assignment is valuable from a career development perspective, it is difficult, given the different environment and geographic location. Examine the issue of performance criteria and why this might be more important in an international assignment than when the person is working in the home country.

Ensure students understand that providing feedback is still critical, and that coaching can also be more important in an international assignment.

Discussion Referring to HRM and the Law 11.1, ask students the critical thinking questions posed on Slide #19.

Students’ answers to question 1 will vary. It is probably not realistic to have a single standard for behaviour throughout all global operations; on the other hand, it is quite appropriate for a company to attempt to have performance standards as consistent as possible while recognizing local difference, particularly when it comes to perceptions of women and men.

Responses to question 2 will also vary. However, likely, it will be up to managers in international locations to understand the country’s culture and to work with the employees in culturally appropriate ways to maintain the standards expected.

Learning Outcome #6 International Rewards and Recognition

Presentation Slide 20

Compensation can vary dramatically from country to country. Host-country employees are typically paid based upon productivity, with piece-rate compensation being quite common in industrialized countries. When companies commence operations in a foreign country, they usually set their wage rates at or slightly higher than the prevailing wage for local companies.

Figure 11.5 highlights this information.

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As well, compensation of host-country managers has typically been based upon local salary standards; however, increased competition among different companies with subsidiaries in the same country has led to a gradual upgrading of host-country managers’ salaries. Overall, international firms are moving toward a narrowing of the salary gap between the host-country manager and the expatriate.

Further, an expatriate’s compensation plan must be competitive, fair, easy to understand and explain, consistent with international pay and taxation policies, and simple to administer.

Expatriates are typically paid either in their home-country currency (regardless of where the international assignment is) or in the currency of the location of the assignment.

Learning Outcome #7 International Labour Relations

Presentation Slide 21

Explain that, much like in Canada, labour relations in other countries are part of the political and legal framework as well as the social structure of that country, and therefore can be very different from one country to another. Ensure that students understand that—depending on the role a government plays in labour relations—governments can intervene in the collective bargaining process.

The role of unions varies from country to country and depends on many factors, such as the level of employee participation, per capita labour income, mobility between management and labour, homogeneity of labour (racial, religious, social class), and unemployment levels.

Collective bargaining can be drastically different in other countries, especially with regard to the role of government. In countries where nationalization is heavy, government involvement is more likely to be accepted, even in non-nationalized companies.

Further, in many European countries, there is a legal requirement for employees to have representation on health and safety committees and worker councils. Although their responsibilities vary from country to country, worker councils basically provide a communication channel between employers and workers. As an example, Germany requires more intense participation from workers, as there is a legal requirement for workers to be represented on the board of directors of a company. This is known as codetermination and often by its German word, Mitbestimmung.

Overall Considerations

Presentation Slide 22

Managing human resources in different international locations involves complex and multifaceted processes. One approach will not work across all situations, as customization is required to meet different cultural norms and various legal requirements. As well, there is, and will continue to be, competition for global talent, and companies will need to monitor and take actions to motivate and engage employees all over the world.

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Summary Presentation Slide 23

Discussion To bring the material presented in Chapter 11 to a close, refer students to Case Study 1 at the end of the chapter, and ask students to discuss the critical thinking questions posted on Slide #23.

This will enable students to review and discuss the complexities of living and working in a different country and the resulting human resource management issues that need to be addressed.

Proposed answers to the critical thinking questions are available later in this document.

Presentation Slide 24

Running Case: This Makes Scents (Part 5) Invite students to read Part 5 of the running case, which provides an update regarding Jessie and Ashton’s business. They are considering what to do about their least profitable store and are also contemplating international expansion.

Answers to the critical thinking questions at the end of Part 5 of this case are provided later in this document.

Emerging Trends Before moving on to the end-of-chapter materials, you may wish to review Emerging Trends 11.1 with students. Ask them if they can identify other emerging trends.

ANSWERS TO END-OF-CHAPTER MATERIALS Please note that you can assign each type of question below within MindTap. Questions are followed by hints and rejoinders to the text, if students get here and discover that they need redirection.

HRM Close-up Application 1. Give Sight Global, as described in the HRM Close-up at the beginning of this chapter, works with both domestic and international strategies. What are 3 human resource management challenges in leading this type of organization?

Bandali notes that Canadian business norms should not be used when operating in international business environments. Students may provide a variety of responses and should draw upon the various HRM topics covered throughout the course.

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2. Aly Bandali is described as having a ―high level of curiosity.‖ How does this enhance his abilities to address international HR management systems, practices, and policies?

A high level of curiosity opens a person to learning and implementing new ways of conducting business as well as openness to learning about new cultures. These are important characteristics for anyone operating within the international landscape.

3. What training opportunities should Give Sight Global offer employees? Why? Students should review the various types of training detailed throughout the chapter and various ideas will likely be shared. Encourage students to think about cost and viability of the training and development opportunities suggested and how, where, and when this training and development would be offered, and by whom. Facilitate a discussion about how training opportunities not only help current employees, but may also enhance recruitment and selection (i.e., employment branding) and retention of current employees.

4. Aly Bandali’s closing comments remind us that ―we have to build on the notion of loving and caring for other people.‖ How can international human resource management systems, practices, and policies support this?

Students will have different responses based upon their own experiences and perceptions.

Encourage open sharing of ideas based upon the material covered throughout the chapter noting the importance of adjusting HRM systems, practices, and policies to align with the international business environment a company is operating within.

Critical Thinking Questions 1. Has the COVID-19 pandemic changed your willingness to move to a different country to work? Why or why not?

Students will have a variety of responses. Encourage critical thinking and discussion based upon the various HRM topics discussed throughout the chapter.

2. RBC operates in over 40 countries and employs both Canadians and local staff. What are the advantages of employing Canadians with roots in the host country? Would you use expatriate managers or host-country nationals to staff RBC offices? Explain.

Some of the advantages include knowledge of the country and the culture, knowledge of the language, and knowledge of how business is conducted. Some disadvantages to using expatriate managers or host-country nationals would include how the host country views ―foreigners‖ and how the host-country employees view ―managers.‖

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3. How can Canadian managers minimize any difficulties in relationships with employees in a foreign operation?

Many managers in both Canada and the United States tend to think that people in other countries share the same culture and values as people in North America. This perspective can cause difficulties that can be minimized by providing training to managers prior to taking on an international assignment. It would always be important for the Canadian managers to remember that they are guests of the other country and to be respectful of that country’s culture.

4. How can learning about different cultures be incorporated into a manager’s professional development plan, and how could the organization assess the learning?

The organization could set specific goals, such as language training or cultural training, in a manager’s professional development plan. The organization could assess the learning by seeking feedback from the trainer. Ultimately, however, the organization will only know if the learning has occurred by actions and behaviours in an international assignment.

Building Your Skills Exercise 1 is designed for use inside the class, and Exercises 2, 3, and 4 are designed for use outside of the class, and results may be shared with classmates.

NOTES FOR END-OF-CHAPTER CASE STUDIES Case Study 1: Should I Stay or Should I Go? 1. What advice would you provide to Mohammed about the next steps he should take?

Mohammed should carefully consider what the job requirements are and his suitability to these.

As well, Mohammed needs to look at the various components of working within Spain, ranging from language requirements to cultural issues and norms. Figure 11.4 provides an overview of various considerations regarding next steps. He also should consider how he will cope without his normal support systems, such as friends and family.

2. What key pieces of information should Mohammed acquire before deciding whether or not to accept this new role?

Mohammed should consider the specific job requirements and the culture of Spain. He needs to think about what it will be like to both work and live in this country (i.e., government structure, cultural norms, language issues, cultural dimensions) to minimize cultural shock. Figure 11.3 provides an overview of important considerations.

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Case Study 2: A Great Adventure!

1. What are some of the challenges facing Erica?

Answers could range from the learning curve on her new job (including meeting and learning how best to interact and manage her new group of employees) to learning about/adapting to the different cultural, political, and legal environment Erica is now facing. As well, Erica must help her family adapt to this new environment and the different norms.

2. What are some of the opportunities for Erica?

Encourage students to explore why they think that this assignment could be beneficial for Erica, both personally and professionally. Facilitate dialogue about how this assignment will expose Erica to new challenges and therefore help her develop a diverse range of skills and competencies.

3. What advice would you give Erica?

Students will likely have a variety of responses. Encourage students to explore how Erica should spend some time getting to know the culture, politics, and legal requirements. Erica must be careful to respect norms, and only then can she begin to imprint her own management style and strategic goals.

RUNNING CASE: THIS MAKES SCENTS (Part 5) 1. Should Jessie and Ashton allow Juanita to do all of the recruitment and selection for them if they open a store in Mexico City? Why or why not?

Explore the pros and cons of this approach. Juanita is familiar with the legal, political, and cultural environments and has contacts in Mexico City. As such, this could expedite and aid the recruitment and selection process. However, Juanita does not have the knowledge of the business and the competencies and skills that may be sought, so she may not be the best person to do this. Perhaps Jessie and Ashton could send a current employee (or one of them could go) and work with Juanita in this regard.

2. What other legal considerations that have human resources management implications (i.e., other than the number of locals they must hire) should Jessie and Ashton investigate if they open a store in Mexico City?

Legal considerations must be given to the following: job design, health and safety requirements, mandated training, compensation, and performance management.

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3. If Jessie and Ashton want to send a current employee to manage the store in Mexico City, what competencies and skills should this person have?

Using Figure 11.4 as a starting point, consider what other qualities and competencies an employee would need.

4. What type of training should be provided to this employee before leaving for Mexico City?

Examples include, but are not limited to, the following knowledge about Mexico City and Mexico in general: history, politics, religion(s), and economy; culture and values; currency and banking system; transportation and housing; laws and issues pertaining to safety and security; availability of and preferences for food; and expectations regarding social and business etiquette.

Language and sensitivity training should be provided as well. Training the employee’s family (if they accompany the employee) should be explored as well.

5. What type of support should be provided to this employee when returning home from working in Mexico City?

Culture shock, upon repatriation, must be considered. Ensuring that the employee is welcomed back and is given relocation assistance, and giving the employee some time to settle in and adjust to life back in the home country are possible ideas. Encourage students to brainstorm and share what assistance they would want when returning home after an international assignment.

6. Should COVID-19 influence Jessie and Ashton’s decisions to move forward with international expansion? Why or why not?

Students will have a variety of responses based upon their own experiences and risk tolerance.

Jessie and Ashton should review how COVID-19 impacted businesses such as theirs and anticipate what the ramifications would be to their business model (sustainability and profitability) if COVID-19 continues or if something similar were to arise again. While this may not be reason to negate international expansion, risk mitigation is essential. This speaks to the importance of HR Strategy supporting Business Strategy.

7. What would you suggest to Jessie and Ashton as their next steps? Why did you select these steps?

Consider linking any plans with the overall strategic direction that the company is seeking (i.e., the vision and mission), and that all HRM implications are appropriately considered and planned. Think about the practicality of your recommended steps and that both shorter-term and longer-term implications are considered.

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