Solution Manual For Human Resource Management in Public Service Paradoxes, Processes, and Problems E

Solution Manual For Human Resource Management in Public Service Paradoxes, Processes, and Problems Eighth Edition Evan M. Berman,Montgomery R. Van Wart, Meghna Sabharwal Chapter 1-11 Review/Discussion Questions Chapter 1 1. What are two major schools of thought about the breakdown of government (according to Ehrenhalt)? (10) One argues that breakdown in government performance is an “incompetent people” problem, and the other argues that it is an “evil system” problem.

2. What are 3 insights from the Maria Hernandez example? Is she a good example of an HR director? What advice would you give her? (11-13)  HRM deals with many areas at once. HRM managers must weigh the pros and cons of each decision as well as their impact in other areas. Long-term and short-term decisions are required of HRM managers on a daily basis.  Maria Hernandez can be considered a good example of an HR director. She is involved in more than simply “managing people”; rather she is involved in human capital development and greater organizational development.  Stay organized, deal with problems as they come up on an individual basis, do not wait until problems become too large to handle.

3. What are some trends that present challenges to government in getting the right people? (14-16) Trends include a changing workforce, declining confidence in government, declining budgets leading to increased use of alternative work arrangements, rightsizing and downsizing despite population growth, demands for productivity gains, emerging virtual workplaces and virtual government, and decentralization and increased managerial flexibility.

4. What are some of the reasons that young people choose public service?  To make a difference in a wide variety of leadership positions in the nonprofit and for-profit sectors; different branches of local, state, regional, and federal governments; and the international arena  To become engaged intellectually in the challenges facing their communities  To establish career and personal development skills that they can use throughout their lives  To build a better future for the world and to solve big problems  To create communication links within and between different communities  To gain a sense of responsibility for others and the causes they care about 5. What is the core-ring staffing model? What is its purpose? (15) It is an alternative work arrangement, noted by J.Thompson and Mastracci and Barr, in which the core is comprised of full-time workers in permanent jobs and the ring is comprised of employees in contingent or alternative arrangements (e.g., contractors, temporary workers, and part-time employees).

6. How does traditional personnel administration differ from HRM? (16, 18)

Traditional personnel training was concerned primarily with traditional internal practices- recruitment, compensation, discipline-and the applications of the rules and procedures of the civil service system.

Public HRM embraces a broader, more “people-focused” definition of the management of human resources with an eye to the kind of workforce needs in government (i.e., employee and organizational development, organizational design, performance appraisal and management, reward systems and benefits, productivity improvement, staffing, employee-employer relations, and health and safety).

7. When does the term strategic human resource management apply? (18) When human resource management is most global and long-term in its perspective and includes issues such as workforce planning and overall organizational design issues.

8. What does the term civil service cover? (18) The term civil service refers to the government employees in permanent public service, excluding legislative, judicial, or uniformed military; positions typically are filled based on competitive examinations, and a professional career public service exists with protection against political influence and patronage.

9. Does your organization conform more closely to a traditional public sector system or to "public service for the 21st century"? In what ways? (19) Own Answer 10. What five models of HR does the text discuss? (20) It discusses models emphasizing a/an: centralized HR department, devolved HR, decentralized HR, specialized HR departments, and outsourced HR. 11. HR departments commonly share some functions with other individual and units. What are some examples of sharing? (21) Employment law, recruiting, selection, creating a positive work environment, compensation, benefits, training and development, appraisal, and labor relations.

12. What are the four reform tides mentioned by Paul Light? (22) Scientific management, war on waste, watchful eye, and liberation management.

13. What is scientific management? (22) A reform tide with the goal of efficiency; characterized by the use of implementation strategies such as structure, rules, and experts; and typified by laws such as the Reorganization Act of 1939. This reform sought to synthesize workflows.

14. What are its (scientific management) implications for HRM? (23) Emphasizes conformity and predictability of employees’ contributions to the organization, and it sees human relationships as subject to control by management.

15. What is the war on waste? What are its implications for HRM? (23) A reform tide with the goal of economy; characterized by use of implementation strategies such as generally accepted practices, audits, and investigations; and typified by laws such as the Inspector General Act of 1978. Preoccupation with waste leads to increases in internal controls, oversight and regulations, managerial directives, tight supervision, and concerns about accountability. Can result in proliferation of detailed rules, processes, and procedures.

16. What is the watchful eye? What are its implications for HRM? (24)

A reform tide with the goal of fairness; characterized by use of implementation strategies such as whistleblowers, interest groups, and media; and typified by laws such as the Administrative Procedure Act of 1978. Implications include greater scrutiny in the hiring process to ensure integrity as well as jobrelated competence of new recruits. It minimizes the use of illegitimate hiring criteria, such as sex, race, age, and handicap status. Would also minimize arbitrary decisions to fire employees.

17. What is liberation management? What are its implications for HRM? (24-25) A reform tide with the goal of higher performance; characterized by implementation strategies such as standards, evaluations, and outcomes.; and typified by laws such as the Government Performance and Results Act of 1993. Implications for HRM include employee empowerment reengineering, work teams, continuous improvement, customer service, flattened hierarchies, and self-directed employees.

18. In what ways does CSRA reflect each of the tides of reform? (26-29) As stated in the CSRA, “ to strengthen the presidential claim of command (scientific management), a cap on total federal employment to save money (war on waste), whistleblower protection to assure truth telling from the inside (watchful eye), and pay for performance (liberation management).

19. How did the Pendleton Act alter public service? (26-20) It established the institutional framework for federal HRM. It created the Civil Service Commission (CSC) which was a protective buffer against the partisan pressures. Competitive practical exams were introduced, and a neutral (nonpartisan), competent, career civil service with legally mandated tenure was expected. Entry into the civil service was permitted at any level under this hierarchy.

20. How did CSRA of 1978 alter public service? (26-29) Created the Office of Personnel Management (OPM) and the Merit System Protection Board. The OPM is the “doing” side of public HRM. The OPM’s director is appointed/removed by the president and functions as his principal advisor on personnel matters. The MSB is responsible for adjudications, and employee appeals. The CSRA also created the Federal Labor Relations Authority (FLRA) and established the Senior Executive Service (SES). The FLRA functions as the federal sector counterpart to the private sector’s National Labor Relations Board (NLRB). The SES comprises top-level administrators, mostly career civil servants and a lesser number of political appointees.

21. What two writers are associated with reinventing government? What is the federal program implementing it? (29) David Osborne and Ted Gaebler. The federal program implementing it is The National Performance Review (now called the National Partnership for Reinventing Government).

22. What were the components of Clinton’s 3-part strategy for civil service reform? (31) The 3-prong strategy includes authorizing personnel demonstration projects, creating “performance based organizations, and constructing modified personnel systems for malfunctioning agencies.”

23. What are the 5 key areas emphasized in George W. Bush’s plan for reform? (31) The 5 key areas emphasized are: human capital, competitive sourcing, financial performance, Egovernment, and budge-performance integration.

24. The civil service has to try to please at least three major constituents. Who are they? (32-322) Political masters (elites), civil servants themselves and their sense of professionalism (professional standards, independence, neutrality), and taxpayers & customers.

25. Compare Germany before and after the Civil Service Reform Law of 1997. How did the civil servants react? Why? (Exhibit 1.11) (33-34)

The German civil service is based on the concept of the “rule-of-law state” that transcends divisive political divisions and acts in the name of all citizens on the basis of administrative law.

After WWII, the system was decentralized to put the focus on the regional and local civil service.

The German federal bureaucracy is thus relatively small, with the bulk of civil service in the 16 states and local governments. The foundations of German service are designed to make public service the most highly respected profession. After the Civil Service Reform Law (key tenets in Exhibit 1.14), there was a huge resistance to these reforms by civil servants. Civil servants used to generous salaries and benefits, as well as clear guidelines about promotion and pay, rebelled against performance-based outcomes and probationary periods, and the elimination of their traditional “thirteenth month” paycheck and reduction in pensions. Basically, these civil servants were used to a codified administrative law that did not easily adapt to reforms that emphasize autonomy and creativity. They were already receiving very generous benefits and salaries in the current system. Many felt these reforms were not advantageous to them.

26. The recommendations of the Winter Commission (National Commission on the State and Local Public Service) are remarkably relevant today and continue to be promoted. What are the major recommendations? (35)        

Greater decentralization of the merit system Reduced reliance on written tests Rejection of the rule of three and other requirements that severely restrict managerial discretion in selecting from a pool of eligible applicants Reduction of the weight given to seniority and veterans’ preference Reduction in the number of job classifications Implementation of less cumbersome procedures for removing employees from positions Greater portability of pensions, enabling government-to-government mobility Greater flexibility to provide financial incentives for exemplary performance by work teams

27. What are the key criticisms of reinvention applied to HRM? (36) Criticism includes the undermining of the role of public servants, too few people with the necessary skills are attracted to the public service, performance rewards are underfunded, reduced oversight of the public service, can invite corruption, and in-service training for continuous learning and planning is frequently inadequate. Pursuit of quick successes via downsizing too often takes precedence over improving performance, ideas borrowed from elsewhere, and accepted blindly often create more problems than solutions, and empowerment initiative frequently are uneven.

28. How does your organization stack up against the values of HRM? (37) Own Answer 29. What are the four overarching principles that administrators need to be mindful of? (37-39)  Understand the values inherent in the career public service.  Understand and integrate non–civil service systems as appropriate.  Understand that the public has rights beyond merit principles.  Provide leadership for the workforce.

30. How do Level 1, 2, and 3 of value consciousness differ? What are the HRM implications of each level? (40)

Administrators at Level 1 value unconsciousness, lack understanding or basic awareness of agency values, missions, or standard operating procedures (SOPs), and they may knowingly or unconsciously take inappropriate or illegal actions. At Level 2, elementary values consciousness, managers have a basic grasp of the mission, laws, and rules, and they focus on conforming in order to avoid legal violations or inappropriate actions. Managers at level 3, advanced values consciousness, have a thorough understanding of their unit’s mission, values, and mandate, and they can take actions that reflect the ideals associated with good government, such as efficiency, economy, ethics, fairness, and the public good. At level 1, lack of awareness requires education. Ignorance can be very costly . At level 2, mere conformity to the laws, rules, and SOPs put managers in the role of compliance officers. At level 3, managers have a more expansive perspective with agency values, missions, and requirements and view human resources as a precious resource for improving governmental performance.

31. How are value conflicts resolved? (41) Balance of competing pressures by comparing issues of legality, ethics, and fairness.

32. Have you encountered any of these dilemmas? How were they resolved? (41-42) Own Answer 33. What is the paradox between ethics principles, codes, and strategies? (42) Must be able to balance the law with ethics as well as fairness to others 34. How do levels of value consciousness relate to the first and second HRM value subsystems? (41) In level 1 culture, responses are nonexistent, selective or reactive. When workers lack basic consciousness about values and appropriate ethical conduct, then ethics and integrity are often managed using fear threats, and punishment. In level 2, policies are to reward, appraise, and develop employees. There is an effort to have employees conform to work processes and comply with externally mandated standards.

35. Why are the quotes from FDR and Thomas Jefferson profound? (43)) The need to build a firm foundation of public trust, which harks back to the basic principles of reform.

Shows the need to exhibit professionalism, promote merit, ensure accountability to political leaders, and avoid partisan bias. Defining core values and being guided by bedrock principals helps administrators make the critical ethical judgments often required in resolving nettlesome human resource issues. .

Managers must decide when to “swim” with prevailing tides and when to “stand.”Summary/Review/Discussion Questions and Answers Chapter 2 1A. Explain the following paradox: “Managers must embrace the law to avoid the law.” (51) Managers must learn the intricacies of the law to ensure they do not spend their careers entangled in it.

2A. What are the reasons a manager should be familiar with basic legal principles? (51) a. To avoid liability. b. To anticipate and prevent problems from developing into lawsuits. c. To gain the confidence to make tough decision, such as when to discipline an employee. d. To capably assist in implementing worthy societal objectives such as equality, fairness, dignity, economic well-being, strong familiar relationship.

2. a. b. c.

What are three competing interests that need to be kept in balance? (52) The need of employers to mange their workforce and operations in efficient ways.

Rights the employees have in their jobs, privacy, and other matters.

The interest of governments to pursue social objectives through public policy.

3A. Describe the overarching paradox in the legal arena and list some of the reasons for it. (51/52) Those in charge are expected to uphold the law, but the complexities and uncertainties of constitutional, statutory, administrative and common law make complying frustratingly difficult.

Reasons: a.

Legal requirements and interpretations of them are voluminous and dynamic, so managers sometimes have the experience that “the more you know, the less you know. b.

Supervisors may contact legal counsel for assistance, but formal options may take considerable time to obtain and legal staff may be unwilling to stand behind initial, informal opinions. c.

Applying a statute is rarely straightforward. d.

Using case law is tricky because cases are decided on specific facts, but managers seldom confront identical facts, so they must determine whether minor factual distinctions should alter the outcome. e.

Legal requirements may be crosscutting so that compliance with one directive conflicts with another.

3.

How can managers stay up to date with legal changes? (53) Managers can await policy directives from their organizations, use networking, major newspapers, law firm seminars, the Internet.

4.

What is a common law system? (53)

Most “rules in a common law system are not written down in statutes or codes, but are in the form of judicial opinions. The “law” is built up case by case by judges, to find the law, in addition to reading any pertinent statutes, one must read judges’ opinions on the matter at hand.

5.

What is a civil law system? (56)

Civil law systems place their primary emphasis on legislation. There are comprehensive statutes or codes enacted by a legislative body on every subject.

7A. Define the principle of “stare decisis”. (56) Courts generally should abide by precedents established by a superior court.

6.

(56)

Explain the difference between a binding precedent and a persuasive precedent?

Binding precedents must be followed by other courts. For a court’s opinion to be controlling precedent or binding precedent, it must have been written by a court directly up the pyramid from the lower court. A persuasive precedent refers to a court decision that does not control but that may be followed voluntarily by another court because the facts are comparable and the reasoning strong.

8A. Which institutions are responsible for most federal employment laws? (56) The Equal Employment Opportunity Commission (EEOC) and the U.S. Department of Labor.

9A. List some of the federal employment laws. (54-55) a. Exhibit 2.2 7.

Define at-will employment? (58) Unless the parties have agreed to a specific duration of employment, either party may terminate employment at any time, without notice, for any lawful reason.

8.

What two trends have increased individual rights and eroded the at-will doctrine? (59) First, the Supreme Court ruled that when a public employer takes adverse personnel action against employees it is “state action,” so federal and state constitutional protections apply. Second, the Supreme Court ruled that when a law, rule, or understanding creates an expectation of continued employment in a government job, then employees possess a property interest that cannot be taken away without due process of law.

9A. What is the implication of having property interests in a job? (60) The person has procedural due process rights. The employee may not be disciplined seriously unless procedures designed to guarantee fairness are followed.

9.

What did the Supreme Court seek to do in Board of Regents v. Roth (1972)? (61) The Supreme Court explained the conditions that raise government employment to the level of property interest. The employee must have a legitimate claim of entitlement to continued employment based on codified rules or explicitly agreed-upon contract terms.

10.

What are Loudermill rights? (61) The right to pre-termination hearing.. Before it makes a decision, the employer must give the employee notice of the charges, an explanation of the evidence, and an opportunity for the employee to present his side of the story.

11A. Define “adverse action” and explain who is affected by it. (60) Formal discipline of an employee involving suspension, salary reductions, demotions and terminations.

It affects civil servants in classified positions.

11.

What did the court seek to do in the Pickering case? (62) Sought to weigh the need for workplace efficiency against employees’ free speech rights to speak out as citizens in matters of public debate.

12.

Whom does the Whistleblower Protection Act of 1989 protect? (63) Requires federal employees to seek protection against an agency’s adverse action in response to whistleblowing through the Office of Special Counsel. If this course is unsatisfactory, plaintiffs may appeal to the Merit Systems Protection Board.

13.

What is the Hatch Act? (63) Government workers are limited in the political activity in which they may engage by the federal Hatch Act of 1939 as amended, and state and local little Hatch Acts. These acts restrict the First Amendment right to political expression, but they pass muster with courts because they reduce political coercion of the bureaucracy and promote non-partisan, efficient government workforce.

14A. The U.S. Office of Special Counsel that publishes guides to the Hatch Act, has divided federal employees in two groups. List them and explain how they differ. (64) a. Further restricted employees work in intelligence and enforcement-type agencies. They have little ability to participate in partisan politics. b. Less restricted employees face fewer restrictions.

14. Identify the key finding in Branti v. Finkel (1980)? (64-65) The court clarified that, regardless of whether the “policy maker” or “confidential” label fits, party affiliation must be necessary for effective performance of the job.

15.

What is the overtime pay requirement under the FLSA of 1938? (65) A minimum wage should be paid and the overtime be paid, at time-and-a-half of the regular rate for hours more than 40 per week.

16. What is the white-collar exemption? (65) Employees who are engaged in an executive, administrative, or professional capacity, which includes many government workers, are exempt from both minimum wage and overtime requirements.

17. What does the 1963 Equal Pay Act requires? (65) It requires employers to pay men and women equal wages for equal work, unless the employer can justify the differential by seniority, merit, piecework, or any other factor other than sex.

19A. What coverage is provided under the workers’ compensation acts? (67) All injured workers in federal agencies should receive health care and lost wages. Employees relinquish the right to sue employers in civil courts for on-the-job injuries while employers forfeit the right to deny benefits to employees whose own negligence caused or contributed to the injury.

18. Are public employers legally obligated to provide health insurance to employees?

(67) Yes. Private sector employment-based health insurance benefits are voluntary, but public-sector plans are created by laws.

19. How are retirees and same-sex domestic partners treated in terms of health insurance? (67-68) Most public employers offer health insurance coverage to retirees, and many subsidize the premium. Far less offer health insurance to same-sex domestic partners. Though financing these benefits is a growing challenge.

21A. What does the Affordable Care Act require? (67) Employers with at least 50 employees to offer coverage to people who work an average of 30 hours a week. It requires all citizens to have health insurance, so that hose unable to access employer plans must turn to private insurers or health exchanges; governmental subsidies are available to assist these individuals. .

20.

What is required under the FMLA of 1993? (68) Under the Family and Medical Leave Act, employers are required to give employees up to 12 weeks of unpaid leave for childbirth, adoption, or care of ill children, spouses, or parents.

22A. Define official immunity. (68) It is a common-law doctrine that shields government employees from individual liability. It is based on the belief that government actors should not be made hesitant in carrying out their responsibilities by threats of lawsuits.

21.

What is qualified immunity and absolute immunity? To whom do they apply? (68-69) Absolute Immunity: it applies to few officials such as judges and legislators for actions performed in furtherance of judicial or legislative functions.

Qualified Immunity: most officials are immune from liability for discretionary acts in the scope of their duties if they act in good faith (without malice) and reasonably.

22.

How does the “balance doctrine” apply to matters of privacy? (69-70) In the workplace, a reasonable search must balance the work-related purposes of the government against socially accepted expectations of privacy.

23.

How can employers remove expectations of privacy? (70) Eliminating personal work places and adopting pertinent workplace policies authorizing search.

24.

What is Executive Order 12564? (70) It requires executive agencies to test federal employees in sensitive positions for illegal drug use. The order authorizes drug testing in four circumstances: a. Where there is a reasonable suspicion of illegal drug use b. In a post-accident investigation c. As part of counseling or rehabilitation for drug use through an employee assistance program d. To screen any job applicant.

26A. What approach should be adopted by agencies in matters of grooming and dress? (74) One-size-fits-all standard of dress and grooming is not recommended. A contingency approach seems warranted.

25.

What questions should not be asked in pre-employment checks? (74) May not inquire about such personal matters as sexual orientation, marital status, or even the willingness of a working spouse to relocate. Cardinal Rule is job relatedness.

26.

When is it OK to use medical tests? (74-75) May be used as a condition to hiring after an offer has been made. Medical testing of current employees must be job related. The results of tests should be kept confidential and used in a nondiscriminatory way.

27.

When it is OK to administer AIDS tests? (75) Only where transmission of the HIV virus is a demonstrable risk.

29A. When does defamation occur in post-employment references? (77) A job reference is defamatory if it contains a false statement that injures an individual’s work reputation.

28.

Who is protected under the Civil Rights Act of 1964? ..the Age Discrimination in Employment Act? …the ADA of 1990? (76) The Civil Rights Act of 1964 protects employees in hiring, promotion, and termination decisions based on their race, color, religion, national origin, or gender. The Age Discrimination in Employment Act extends protection to all workers over 40 years of age. The Americans With Disabilities Act protects persons with disabilities and requires employers to make reasonable accommodation.

30A. In which ways can intentional discrimination be proved? (78-79) a. Direct evidence: statements that demonstrate bias by the decision maker.

b.

Indirect evidence: the employee relies on actions by the employer to support an inference of unlawful motive.

29.

Define BFOQ? (78-79) Bona Fide Occupational Qualifications, could allow employees to make gender or race a relevant job qualification- if it is job related. Today, BFOQs are all but dead.

31A. What is the reason for the harassment? (83) Gender, for example not conforming to the male stereotype.

32A. What is the paradox contained in affirmative action programs? (84) They use race-based decision making to remedy harm caused by race-based decision making.

30.

What did the U.S. Supreme Court say about the University of Michigan’s law school admissions policy? Why? (84) The University of Michigan Law School could constitutionally use a race-conscious admissions policy because the law school had a compelling interest in attaining a diverse student body.

31.

What is reverse discrimination? (84) When organizations have adopted a affirmative action plan to address underrepresentation, they may hire qualified minority or female candidates over better-qualified majority or male candidates.

32.

What is the 80% rule? (85) Discrimination is any selection process that results in qualification rates of protected groups that are less than 80% of those of the highest group.

33.

What is race norming and what purpose did it serve? (85) The practice of adjusting test scores of minority groups to ensure that a sufficient number of candidates can be hired, a practice disallowed by the Civil Rights Act of 1991. It has been used to avoid a disparate impact on a protected group.

35A. Would an employee with cancer be covered under the Americans with Disability Act? Which functions are expected to be carried on by the employee? (87) Yes. The employee covered by ADA must be able to perform essential job functions previously identified by the manager.

34.

What constitutes “reasonable accommodation” regarding employer actions and religious freedom? (86-87) That which is minimally necessary for the employee to fulfill his or her religious obligation or conscience.

Review/Discussion Questions Chapter 3 1. What are key paradoxes of recruiting? (97) (a) Procurement strategies may be relatively insignificant compared to the environment within which recruitment takes place (b) The seeming abundance of employment opportunities but the scarcity of desirable positions (c) Management applicants should prepare themselves as both specialists and as generalists 2. Which decades were the high water mark for prestige of the public service? (97) 1930s and 1940s.

3. What five factors affect finding talented workers? (99) At least five major elements influence the effectiveness of recruitment: (1) the breadth and quality of the process, (2) the size of the labor pool and the location of jobs, (3) pay and benefits, (4) job quality, and (5) organizational image.

4. Which is often the first factor that potential applicants review and consider? How do the private, public, and nonprofit sectors compare in this respect? (100) Pay and benefits are often the first factor that potential applicants review and consider. Public sector pay generally varies from being uncompetitive to moderately competitive, depending on the agency, location, and position. Public sector benefits are generally perceived as on par with to substantially better than the private sector on average and thus a recruiting strength. The nonprofit sector often suffers from a substantially lower pay scale and more limited benefits than either the private or public sectors, and thus must make up for these weaknesses in the intrinsic job quality elements.

5. What is your experience with recruitment from an applicant’s perspective? (101) Own Answer.

6. What are the three steps in recruitment or staffing? (102) (a) Planning and approval for staffing (b) Preparation of the position announcement; ensuring announcement fits regulations/laws (c) Selection and use of recruitment strategies 7. What is proceduralism? (103) Connotes processes that have become excessively detailed, complicated, protracted, and/or impersonal.

8. What are three ways government reform initiatives have changed staffing? 103) (a) Strong drive to decentralize staffing activities (b) Sincere effort to simplify and invigorate intake functions (c) Personnel offices are demonstrating a willingness to experiment with new staffing strategies.

9. What is a labor-market survey? 104) Overview of the labor market as it affects agency job clusters.

10. Why do a needs assessment? (104)

To assess requirements for new positions, restructured positions, and eliminated positions. To ensure that previous needs assessment are still accurate.

11. What are examples of important issues that can be found by a needs assessment? (104) The issue of succession planning and understanding the differences among different generations and their varying needs and the preferences of the newer generations; If an agency is required to strengthen its educative or facilitative role and decrease its regulative role, then it will need new skills and even different types of staff;. The problem with the housing boom and bust has led to dramatic shifts in staffing code enforcement, building services, and the types of economic development initiatives undertaken.

12. What are some forms planning can take? (105) Some forms are staff intake function is properly funded, working on the institutional image, providing flexible schedules, and providing family support policies like child care, comparable pay, and technology upgrades. A final aspect of planning is to make sure that the process is timely and userfriendly.

13. What are some red flags for managers? 105) (a) Applicants for recent positions have been poorly qualified. (b) Supervisors complain that new workers do not fit well into the department. (c) The best potential candidates do not apply. (d) The most desirable applicants have already found jobs by the time the position is offered.

14. What is the point about hiring under-qualified, but high-potential candidates? (106) Ensures higher quality training by focusing resources on the trainer, thus the demands on the personnel of the unit are reduced and training is less of a distraction.

15. What is “pool hiring”? What are its advantages? (107) Broad, entry-level classifications in moderately large organizations. Generically advertise for numerous entry-level secretaries, computer programmers, and accountants to be placed on a standing certified list. Advantages are increased efficiency, low cost, and multiple considerations of qualified applications. Main disadvantage is difficulty keeping list up to date.

16. What are three options concerning the breadth of involvement in recruiting? (107) (a) supervisor is sole decision maker (b) a search committee that selects the finalists for an interview and recommends a best candidate to the hiring supervisor. (c) Input is solicited from the affected subordinates and colleagues, but the final decision is still primarily the domain of the supervisor.

17. What are some advantages of generalists? (107) Broader perspective, “see the forest for the trees,” superior people skills, cheaper to hire, easier to cross-train, often more willing to accept multiple roles/assignments 18. What are some advantages of specialists? (107) More efficient due to technical background, easier to justify in the budget in front-line positions, require relatively little training for the production work that many supervisors today continue to do; specialized to the job.

19. What are three key considerations in drafting job announcements? (108-109)

(a) no legal requirements about minimum information in job announcements (b) style and tone matter more in announcements today than in the past because of a tight labor market and the difficulty of getting well-qualified people. (c) Announcements should be reviewed carefully for both accuracy and currency because misstatements become legally binding and errors make the organization look unprofessional.

20. What are the pros and cons of job posting? (111) Pros: easy, allows for internal interest, transparency Cons: effectiveness is limited to organization members and aggressive job seekers 21. What are the pros and cons of electronic postings? (111) Pros: minimal cost Cons: some qualified candidates may not have internet access, “shotgun” responses 22. What did research by the MSPB (2008) and Davidson (2007) find regarding Internet recruitment? (112) The MSPB found that Federal data shows that electronic positing is the second most important method after friends or relatives. More than 50% of all initial applications for government positions can be done completely online, a percentage that has been climbing swiftly in recent years.

23. What are the pros and cons of personal contact recruitment? (111-112) Pros: allow personal contact with applicants Cons: may involve high expense, hit-or-miss strategy 24. What are the pros and cons of newspaper recruitment? (113) Pros: relatively effective in external recruitment Cons: cost 25. What are the pros and cons of trade journals? (113) Pros: broader audience in terms of national scope. Mainly used for professional and senior management Cons: Narrower overall audience.

26. What are the pros and cons of mail? (114) Pros: personalized touch.

Cons: limited audience 27. What are the pros and cons of internships? (114) Pros: benefits in training, acculturation, job preview, and job longevity Cons: high program cost 28. What are the pros and cons of external recruitment? (114) Pros: Give external party task of making initial contact and may provide the hiring contract Cons: may allow too much decision making in hiring process to outside agency 29. What are the pros and cons of noncompetitive recruitment? (114) Pros: quick hiring; good for confidential staff; good for hard to recruit positions when agency has preapproved Cons: no comparison with other candidates; generally highly restricted and carefully monitored; generally unavailable as an option for most public sector positions

30. What is a major recruiting strength for many not-for-profit organizations? What are some of the typical areas of involvement for these organizations? (117) A major strength of recruiting for many not-for-profit organizations that has been the passion that many people have for the “doing good” aspect that is intrinsic to much of the sector. They have often have a humanitarian basis over areas such as arts and culture; education; the environment; animals; health; human services; international affairs; public affairs; social benefits; religious-oriented and funded by religions; science and technology; and social sciences.

31. What is talent management? (118) While definitions of talent management can vary, all agree that managers and executives play an active role in employee development. Beyond the sense of manager involvement and responsibility, the term can mean two significantly different things. First, talent management can be a synonym for human capital management and refer to the idea that employees are generally the most critical factor in providing quality service and in creating an environment of innovation. Second, the term talent management can be used more selectively to refer to attracting, grooming, and promoting exceptional employees for leadership positions or special assignments. Special emphasis is often placed on mentoring and succession planning.

32. What are three factors to consider in recruiting for diversity? (118-120) (a). Does the agency provide an environment compatible for diversity through its promotion processes and organizational culture? (b). Is there a conscious attempt to maintain a well-rounded workforce so that no group, including white males, has a legitimate complaint? (d) There should be an awareness that where and how recruitment takes place will have an affect.

33. Which of the recruitment tips are most useful? Why? (121-122) Own Answer 34. Which of the career planning tips are most useful? Why? (123-124) Own Answer

Review/Discussion Questions

Chapter 4 1. What are three paradoxes related to selection? (132) a. Political appointment – a form of patronage- is the primary selection method for most senior government positions which are often selected as much based on party and personal affiliations as on technical merit. b. Although we think of public sector selection as primarily open application of merit principles, selection for many positions is determined largely by seniority (internally-based hiring).

c. Despite the success of rigorous methods for ensuring merit principals (and sustaining seniority practices as well), the trend is to introduce more flexibility in and localized determination of the hiring process.

2. What are some similarities in recruitment between the United States and Europe? (133) They both emphasize results, decentralization, and past performance in employees.

3. What are some differences in recruitment between the United States and Japan? (133) As listed above, the United States focuses on results, decentralization, and past performance in employees. Japan (and other Asian countries) emphasizes potential rather than past performance.

4. What do Latin American countries emphasize in recruitment? (133) These countries emphasize family and personal connections, which is consistent with a majority of the citizen’s personal attitudes.

5. What are seven criteria used in selection? (134) Electoral popularity, social class, patronage, merit, seniority, representativeness, and job fit.

6. What are the limitations of electoral popularity as a criterion? (134) Voters have natural limitations of knowledge, time, and interest.

7. What is the status of social class as a criterion? (135) Generally it is illegal as an explicit selection philosophy in the United States.

8. What is implied by the patronage criterion? (135) Implies a negative connotation, because it assumes that loyalty will be to the patron or person making the selection, rather than to the government at large. However, it is a primary criterion at the executive level directly under elected executives such as the President of the United States.

9. What are the three criteria used in patronage selection? (135) Political/party loyalty, personal acquaintance, and technical competence or merit.

10. What is emphasized in merit systems? (136) Technical qualifications using processes that analyze job competencies and require open application procedures. Require “Tests.” Tests may be education and experience review, performance evaluations, and licensure. Ability and aptitude are valued above seniority.

11. What justifications are used to support seniority? (136) Asserts that those already employed in the organization, (a) have already been through the merit process once, (b) have been screened in probationary periods and evaluation processes, and (c) have superior organizational insight and loyalty because of their employment.

Seniority systems therefore either (a) limit job searches to internal candidates or (b) give internal candidates substantial advantages in the hiring process such as points for years of service or opportunities to fill positions prior to advertisement outside the agency.

12. What are the pros and cons of seniority? (138) Pros include providing a sense of loyalty to employees as well as career development paths.

Cons include management “inbreeding” and “groupthink.” In addition, seniority systems can provide a milieu in which the Peter Principle operates.

13. What are some types of representativeness? (138) Types of representativeness include geography, social class, gender, racial/ethnic groups, prior military service and disability.

14. What is the spoils system? (138) Appointment of jobs as spoils of office to those active in the victorious campaign.

15. What is fit as a selection principle? (130) It is a loose concept that refers to a match of expectations of the person with those of the job and organization. Often fit used to make the final selection to decide among the final and best candidates.

16. What are four features of the Pendleton Act? (141) (a) Established open, competitive examinations based on technical qualifications (b) Provided lists of those eligible or “certified” to the hiring authority (c) Prohibited politicians from intervening in civil service selection (d) Created an independent Civil Service Commission 17. What are four complaints made against civil service systems? (141) a. rigidity b. proceduralism c. isolation from the executive branch d. inadequate accountability.

18. What proportion of federal new hires are hired through excepted service provisions? (143) Approximately one-half of all federal new hires are made through excepted service provisions.

19. What is a temporary employee? (144) Those without tenure rights and usually without benefits.

20. What is a term worker? (144) Those without tenure rights but usually with full benefits. Term employees generally have contracts for set periods of time.

21. Why has there been an increasing interest in finding opportunities for older workers? (144) These people bring experience and flexibility in that their services can be more targeted to specific needs.

Often they want part-time or job-sharing positions, and may be more interested in the benefits package than remuneration per se. Older employees may be rehired annuitants, or workers from outside the hiring agency.

22. Explain the use of technology in selection. (145) Technology has been a major trend in selection in two ways. First, not only has Web-based recruitment become a dominant tool, but also Web-based testing has taken a firm hold, and is increasingly accepted by researchers as valid and by applicants as fair. Furthermore, automated screening has become commonplace as a “first-cut” method wherever large numbers of individuals are applying for positions, from temporary to supervisory.

23. What three areas can potentially share responsibilities for selection? (145) A civil service commission, a human resources department, and the hiring department.

24. What is the newer 1990s model? (146)

For hiring departments to recruit and select applicants directly, following merit principals but having wider discretion in testing practices and interview choices.

25. What are the pros and cons of the newer 1990s model? (146) Pros include greater control and ownership by hiring agencies; greater flexibility, and less perceived red tape by candidates. Cons include increased fragmentation of selection practices and less use of economies of scale, less consistency, and more potential for abuse of discretion.

26. What dominant values are associated with each of the six historical time periods? (146) a. Administration by gentility: political responsiveness, social class, technical qualifications (fitness of character and education) b. Selection by spoils: political responsiveness, performance (though impressionistically defined and evaluated), representativeness. c. Early technical merit: technical qualifications d. Expanded merit: technical qualifications, employee protections, and expanded seniority. e. Expansion of access: representativeness via affirmative action (superimposed on technical qualifications and seniority). f. Contemporary trends: performance criteria (flexibility in hiring, employee accountability), representativeness via diversity.

27. What are three acceptable test validation strategies? (147) Content, construct, and criterion.

28. What is content validity? (147) Content validity requires demonstrating a direct relationship of the test to actual job duties or responsibilities. This is a requirement to use assessments and tests as a selection tool

29. What is criterion validity? (147) Correlating high test scores (the predictor) with good job performance ( the criterion) by those taking the test.

30. What is construct validity? (147) Documents the relationship of select abstract personal traits and characteristics (such as intelligence, integrity, creativity, aggressiveness, industriousness, and anxiety) to job performance.

31. Where is construct validity often used? (147) Selectively used in some areas such as law enforcement for identifying traits such like aggressiveness and hostility.

32. What are the four phases of screening? (148-149) a. discriminating among the qualified and the unqualified. b. identifying the highly qualified candidates c. screen the finalist in person d. confirm the qualifications and abilities of the candidate after the offer.

33. What is an unassembled exam? (148) Initial selection based primarily on education and experience evaluation. Candidates are only ranked on those items that can be submitted by mail, such as applications, resumes, written work samples, letters of reference, and possibly self-reported assessments.

34. What are examples of jobs requiring licensure? (150) Medical positions (such as doctors, nurses, and anesthesiologists), engineering and technician positions, teaching positions, legal positions (such as lawyers), jobs requiring special driver’s permits (commercial, chauffeur’s), and positions in architecture and hazardous waste handling.

35. What are some examples of general aptitude and trait tests? (152) SAT, ACT, GRE, LSAT, WRAT, Wunderlic 36. What are examples of performance tests? (153) Work samples, such as workshops, telephone skills, writing exercises.

37. How are work samples used? (153) Used to demonstrate the applicants’ knowledge of skills in a series of simulated activities.

38. What three screening criteria are viewed as the most important information sources for predicting performance “to a great extent”? (Exhibit 4.5) (154) Work sample tests, Structure interviews, General mental ability tests.

39. What is the trend regarding testing? (154) Testing has proliferated since World War II. Though there is now a strong countervailing trend to reduce the numbers of tests and avoid testing for abstract constructs.

40. What are some issues to clarify regarding interviews? (155) Who will conduct the interview? Who will be interviewed?

41. What are some errors to avoid concerning interviewing? (155) Not practicing interviews. Not knowing the organization and its employees in advance. Not listening. Not balancing technical and nontechnical aspects, Not dressing the part.

42. What is the current status of the rule of three? (156) At one time, the rule of three was common (promulgated by civil service commission); it restricted hiring authorities to interviewing the top three candidates. This junction is still in place in many federal agencies although much criticized. In many civil service systems, the allowable numbers is often expanded to a rule of four, five or six. Today, the tendency is to give the hiring authority discretion to interview any number it wishes of those deemed to meet the minimum qualifications.

43. Which three tips on preparing for an interview are most helpful? (157) Own Answer 44. What are five ways to assess applicant’s critical thinking? (158) 1. Critique or evaluate something 2. Solve a problem 3. Apply a set of rules/criteria to a particular case 4. Lay out a plan/steps for conducting an interview 5. Prioritize a number of issues, problems, or activities

45. What can give rise to negligent-hiring lawsuits? (159) Failure to conduct telephone reference checking.

46. What should be addressed in telephone reference checks? (159) While many employers have a policy against giving any information other than verification that the person was employed and the duration, the following questions should be asked: (a) verification of employment dates and responsibilities (b) general assessments of strengths and weaknesses (c) examples of candidate abilities (d) whether the individual was given added responsibilities, was a candidate for advancement, and would be eligible for rehire 47. What are some unacceptable questions to ask applicants? (160) Asking for a maiden name, birthplace of applicant, religious affiliation, photographs, native tongue, type of military discharge, history of arrests (not convictions).

48. What are the parameters of using (a) drug testing and (b) polygraph examinations? (163) a) Although drug testing is generally illegal for most positions, it is legal fro those conveying passengers and involved in public safety positions (e.g. peach officers, corrections, emergency services). b) The polygraph examinations are often taken for law enforcement and corrections positions, although the questions asked must be carefully screen for job relevance. Generally, these tests are conducted after an offer but before employment are finalized.

49. In what way is the probationary period part of selection? (164) Setting tough standards for probationary employees, as an extension of a rigorous selection process, may avoid future work performance problems

Review/Discussion Questions

Chapter 5 1. Why is position classification more “art” than “science”? (176) The art is understanding the different values underlying position classification that exist in various systems at specific times. Science would indicate that there a precise and correct answer for every situation, which is not accurate.

2. What are three paradoxes of position classification? (177) 1. The rational order conveyed by classification systems is generally overstated or a myth 2. Although formal methods of job analysis and job evaluation are often preached in management texts and elsewhere, they are not always used in practice 3. Although classification may seem to be a subject of little utility to those outside of personnel, it is actually a critical source of knowledge and, by extension, power in agencies.

3. What are three fundamental personnel strategies? (177) 1. election 2. appointment made by elected officials 3. rule-based selection 4. How does rank-in-job differ from rank-in-person? Examples? (178)

Rank-in-job is a strategy in which rank and salary are determined by the job one holds. Rank-inperson is a strategy that emphasizes the development of incumbents over time within the organization through the use of closed systems and movement through ranks. No matter the assignment, the person is usually paid according to rank.

5. What is lateral entry? (178) Entry from outside the organization without first completing a junior-level or entry position. This is common for middle management and upper level management positions in some disciplines, but not in others such as law enforcement.

6. What is the Classification Act of 1923? (181) Consolidated the new wisdom of scientific management, providing a national model of a more rational position management system.

7. What is the Classification Act of 1949? (181) Created a separate schedule for white-collar and blue-collar workers.

8. Why are the Classification Acts of 1923 and 1949 important? (181) Established that (a) positions and not individuals were to be classified, (b) job duties and responsibilities were the distinguishing characteristics of jobs, (c) qualifications were to be a critical factor in determining classification status, and (d) a member of a class would be qualified for all other positions in the class.

9. What are some excesses of position classification systems? (181) Classification rigidity, excessive specialization and pigeonholing, weak results-oriented employee accountability, and technical complexity.

10. What is broadbanding? (181) Occurs when several grades are combined, creating a broader salary range for a position.

11. What happened to Georgia’s civil service system? (182) Terminated in 1996 12. What is Job design? (182) Job design is the specification of job features, primarily the duties, the quantity of work expected, and the level of responsibility.

13. Why is job design important for managers at all levels? (182) Job design is important for managers at all levels. It is their responsibility to maximize both productivity and employee satisfaction; the creation and changing of jobs is an indispensable tool in that effort.

14. What is job specialization? (184) Job specialization is the process of narrowing responsibilities. It tends to promote higher levels of task mastery and thus speed, less training, and simpler incumbent replacement.

15. What is process management? How is it different from process reengineering? (184) Process management is the term for ensuring that the flow of work among individuals and units is as rational as possible. If there needs to be radical changes, it is called process reengineering.

16. What does job enlargement do? How can it raise job satisfaction among employees? (185)

Job enlargement increases the scope of a job by extending the range of job duties and responsibilities. It can sometimes be an antidote to jobs that are perceived as too narrow or stifling, or in which the work is too fragmented from either a worker or client perspective.

17. What is the purpose of employees going through Job rotation? (185) Job rotation is a means of developing employees at all levels so that they understand the “big picture” and become cross-trained.

18. What does Job enrichment attempt to do? (185) It attempts to motivate employees by giving them more authority or independence for organizing their work and solving problems.

19. What is job analysis? (185) A systematic process of collecting data for determining the knowledge, skills and abilities (KSAs) required to perform a job successfully and to make numerous judgments about the job.

20. How can job analysis help management? (185) Provides up-to-date information for position announcements and a thorough and rigorous basis for the writing of job descriptions and ranking jobs. Job analysis can help define concrete performance standards and is critical in ascertaining how to make reasonable accommodations for disabled applicants. It will discover such inefficiencies as excessive middle management, outdated hardware, and absence of appropriate software, as well as areas of under- and overstaffing.

21. What are four methods of collecting data? (186-187) 1. questionnaires 2. interviews 3. observations 4. archival data 22. What kinds of archival data are helpful? (187) Job and position descriptions, previous job analyses, performance appraisals, training materials, worker manuals and aids, and examples of work products

23. What form do questionnaires take? What are the advantages/disadvantages of each? (187) Open-ended or structured. Open-ended allow for applicants to give more detailed information, but take longer to assess. Structured are easier to assess but fail to give the application ability to answer outside of prescribed responses.

24. What form do interviews take? (187) Individually or as a group, with semi-structured or wholly structured questions.

25. What is learned from observation? (187) Provides the analyst with firsthand experience, and is particularly effective for analyzing bluecollar positions for which the activities can be observed.

26. When should formal analyses be used? (187) Formal analysis should be used when there is an employment test that can be challenged easily on the grounds of validity. May also be used in reclassifications when there is pressure to upgrade

the position. In addition, formal job analysis may be used as a preliminary step in a job evaluation study, in which the positions of a division or entire organization are being recalibrated.

27. What is the distinction between job descriptions and position descriptions? (187-188) Job descriptions are statements that codify the typical or average duties (sometimes by using work examples), levels of responsibility, and general competencies and requirements of a job class. Usually prepared by a human resource specialist and are maintained by the human resource department. Position descriptions are statements that define the exact duties, level of responsibility, and organizational placement of a single position (or essentially identical group of positions). Primary purpose is for recruitment and performance appraisal.

28. Why is the job description language today more likely to distinguish between essential and nonessential functions? (191) In order to show which functions constitute more than 5% of the incumbent’s time and are central to the job.

29. What are the four categories covered in typical job descriptions? (191) 1. Level of responsibility and identity of department and level of supervision if any.

2. Identifying essential functions 3. Identifies the physical and environmental standards required to perform essential functions 4. Identifies minimum requirements and qualifications 30. What do position classification systems enable managers to do? (193) Allows managers to manage, track and control employment numbers, costs, and levels of positions. It is ultimately a management tool to support compensation systems and control costs.

31. How do piecemeal personnel patterns differ from formal position classification systems?

(195) Piecemeal personnel patterns are those that lack grades or ranks and assign salaries on an ad hoc basis. Formal position classifications systems provide grades or ranks for all merit positions as well for non-merit positions.

32. Why is the distinction important? (195) This allows for rational position management systems that assign authorized salary ranges to each grade or rank.

33. What is meant by internal equity, external equity, and individual equity? (198) Internal equity refers to equity among organizational members, external equity is equity compared to those in similar positions outside the organization, and individual equity is equity based on perceived fairness of individual pay decisions.

34. What is job evaluation? (195) A special type of job analysis, one that attaches a dollar value or worth to the job.

35. What are benchmark jobs? (197) In a comprehensive pay study, a portion of the total number of positions is compared to jobs outside the organization to ensure external equity. That is, these positions become pay benchmarks for the entire compensation system.

36. How does job evaluation relate to internal equity? (195)

Excellent relationship; by a company having a comprehensive job evaluation process it will have to ensure internal equity.

37. How does job evaluation relate to external equity? (197) Do not ensure external equity. External equity is maintained by linking the entire point factor system to compensation comparisons of select jobs outside the organization.

38. What is a whole job system? (198-199) Systems that do not systematically break a job down into its constituent parts; instead, they consider the job in its entirety and make summary judgments based on intuition and past experience.

Summary/Review/Discussion Answers Chapter 6

39. What is employee engagement? (216) Definitions of employee engagement typically emphasize individuals’ being psychologically present and applying themselves physically, cognitively, and emotionally when performing their organizational roles 40. What is motivation? (216) Motivation can be defined as the drive or energy that compels people to act, with energy and persistence, toward some goal. (The concept of employee engagement bridges internal states of motivation with observable behaviors in the workplace.)

41. Why does employee engagement matter? (215) Engaged workers are more committed, conscientious, and concerned with achieving outcomes, and they have less turnover, too. (Employees are also concerned about motivation which can increase employees’ enjoyment, learning, and effectiveness.)

42. How does HRM affect employee engagement? (216) Classification, compensation, promotion, training, and HRM other policies impact engagement.

43. What percentage of employees are engaged? (216) Schwartz (2010) notes that a survey of nearly 90,000 employees worldwide found that only 21% feel fully engaged at work and nearly 40% are disenchanted or disengaged.

44. What effect does a strong commitment by managers have on employee productivity? (216) Public sector survey data by Berman and West(2003b) indicated that in jurisdictions in which managers have a strong commitment, 77.8% of respondents also agree or strongly agree that “employee productivity is high,” compared with only 44.1% in which most managers only have mediocre levels of commitment.

45. What does empirical data show about motivation in the workplace? What is the 2550-25 rule? (216) It shows that the level of motivation in the workplace is mixed. Typically, it follows the 25-50-25 rule. This rule states that 25% of employees are highly motivated, 50% are fence sitters, and 25% are withdrawn or cynical.

46. What are different factors that motivation theories emphasize? (218) Some theories focus on factors inherent to individuals, such as the need for appreciation and achievement, and more recently, also on individuals’ mental health. Other theories examine components relating to the external circumstances in which people find themselves, such as the effects of work goals, salary, work obstructions, supervision, and leadership.

6A. What is the basic principle of Vroom’s theory? (218) People are motivated to experience pleasure and avoid pain, and that they put forward efforts that reflect this fact. People show effort in the expectation that this will produce performance results, which will lead to rewards that can be used to satisfy their needs.

47. What is Maslow’s “hierarchy of needs”? How does it relate to motivation? (218) People are motivated to pursue and satisfy their needs. The hierarchy of needs included (in order) a. basic drives around existence such as the ability to pay for food and housing, b. physical and psychological safety such as job security, c. belonging such as friendship with peers and supervisors, d. self-esteem such as recognition for a job well done, and e. self-actualization such as the innate pleasures of doing what one likes and finds fulfilling. This relates to the “principle of motivation” which states that people are motivated to pursue and satisfy their needs.

48. What is Theory X? (219) Theory X holds that all people are inherently lazy, and therefore need a “stick and carrot” approach in order to increase motivation. They lack intrinsic motivation.

49. What is Theory Y? (219) Theory Y assumes that people are inherently motivated to learn and grow, and therefore the manager’s job is to help workers channel and support these drives in appropriate ways.

50. How does MBO further motivation? (220) First, people need a degree of autonomy and, second, The job of the manager is to lay out clear and doable goals, and to provide a clear path with few obstacles for employees.

Management by objectives summarizes this view.

51. How does culture impact motivation? Provide examples. (Exhibit 6.1-220-221)

Motivational drives depend on culture. In the USA the assumption is that work is good for people and that it is God’s will that people should work. In Southeast Asian societies people believe that work is necessary but not a goal in itself.

52. List some motivational needs not included in the Maslow hierarchy. (217-219) a) Nonwork needs b) Predictability and control c) Avoiding demotivators d) Controlling the work schedule 53. What are some drivers of employee engagement? (220) (1) supervisory support and encouragement; (2) recognition, praise, and developmental feedback; (3) role clarity and resource adequacy; (4) supportive coworkers who are (also) committed to doing high-quality; (5) having the opportunity to do what one does best; (6) having opportunities to learn and grow; alignment, support, and belief in the mission or purpose of one’s work; and (8) having a voice.

54. What role does money play in motivation? (221) The lack of money demotivates, the prospect of making more money motivates, but higher salaries are not associated with permanent higher motivation. Other motivational strategies are needed to energize workers.

55. What factor has become important in determining motivation in recent years? (222) Creativity has become increasingly important in jobs that require it.

56. How do younger employees differ in motivations from older workers? (223) Cam Marston (2007) says that older workers, called Baby Boomers and Matures, are motivated to work by making an income, and having identity through profession and employment by their organization. They are also more loyal to their organization.

Younger workers, termed Generation-X and New Millennials, are motivated to make just enough money so that they can enjoy the lifestyle they seek. They do not see loyalty to employers as a wise strategy, and they are likely to stay with their employer as long as the work is interesting, is educational, and serves their needs.

57. What is the “climate for motivation”? (224) It is defined as the opportunities for workers to find motivation at work, which, in part, is determined by the range of human resource management policies and practices.

58. From the perspective of managers and their organizations, what factors constitute a general climate for worker motivation? (224-225) a) Competitive salaries b) Relevant benefits c) Meaningful rewards and recognition d) Opportunities for challenge and training e) Friendly and cooperative workplace relations

f) Assignments that allow for making meaningful contributions to society g) Feedback that provides recognition and opportunity for development. h) Meaningful control over their work environment. i) Minimize the demotivating effect of rules and regulations j) Reduce negative supervisory relationships.

59. What is a psychological contract? (228) A psychological contract is defined as an unwritten understanding about mutual needs, goals, expectations, and procedures. It is used as a tool for increasing productivity and motivation.

60. What are some ways in which psychological contracts can increase motivation?

(228) It can allow managers to better understand the needs of individual employees, by helping to provide rewards and conditions that address individual needs, and by ensuring clarity about roles and expectations. The psychological contracts aim to improve the fit between the person and the organization which in turn is associated with increased motivation and reduced turnover.

61. What factors make a psychological contract effective as a motivational tool? (229230) a) It helps bring to light workers’ needs that motivate them. b) It allows the manager to clarify workers’ needs, and evaluate the extent to which those needs can be met c) It is perceived as fair balance between what the worker wants and what the worker is expected to give. d) It has a mechanism for following up, ensuring that the agreement is implemented and addressing changes that may occur.

62. What does a psychological contract assume about people? (230) It assumes people can have a rational dialogue and are susceptible to reason.

63. What is feedback? Why do you think it is important? (231-232) It is defined as evaluative information given to employees about their performance or behavior, whose purpose is to influence future performance or behavior.

The second part of the question- own answer 64. What problems does feedback help minimize? (233) Workers do not receive sufficient feedback Feedback is given that does not contain adequate information Feedback is interpreted in ways that do not result in desired changes.

65. Give some examples of how inadequate feedback can be detrimental. (233-232)

Own answer (but some examples can be found in book) a. Lack of feedback can be frustrating for those who seek to do better but do not know what is expected from them b. Feedback that is curt and disrespectful is dysfunctional. c. Manager’s outburst demotivate employees and cause resentment. d. Feedback is delivered with little social tact.

66. What is the basic strategy for dealing with “difficult people” What are some ways difficult employees avoid being disciplined. (234) The basic strategy is to arrest patterns of interaction with the difficult person through avoidance, setting boundaries, and confronting each difficult behavior in appropriate and controlling ways. Difficult employees may seek to avoid being disciplined by corrupting, compromising, or blackmailing their supervisors through social or ethical embarrassment.

29.

What is being a good manager about? What are some of the mistakes management can make? (Exhibit 6.7, 234) Good Management is about doing the right thing and about avoiding doing the wrong thing. Managers can benefit from getting feedback and having psychological contracts.

Common mistakes might be: a. Failing to get to know employees as people b. Failing to provide clear directions c. Failing to trust d. Failing to listen e. Failing to get input before decisions are made f. Failing to react to a problem g. Trying to be friends with those who report to you h. Failing to communicate and withholding information i. Not treating everyone equally j. Blaming employees rather than taking responsibility for when things go wrong.

Review/Discussion Questions

Chapter 7 1. Explain why compensation is controversial. (242-243) It is vital, visible, and vicious.

2. Define equity theory? (243) The balance between contributions made by the individual and the rewards received from the organization 3. Identify three tenets of expectancy theory? (243-244) What does expectancy theory assume?

1. The value (“valence”) the employee attaches to a desired result (e.g. higher pay) 2. The person’s belief that rewards actually will be provided as a consequence of high performance (“instrumentality’) 3. The belief (“expectancy”) that the individual can accomplish the task that will lead to reward Assumes that people take action based on their perception of the possible success of that action (expectancy) and the likelihood of achieving outcomes (instrumentality) that they value (valence).

4. What factors determine compensation? (245-246) Pay philosophy, law and policy, labor markets, job content, and individual considerations 5. What does Herzberg say about job context versus job content? (247-248) Job context is such extrinsic factors that focus on policies, supervision, and working conditions that when absent create job dissatisfaction. Job content factors are those intrinsic elements that emphasize challenging work, responsibility, achievement, and the like.

6. Explain flextime (p. 247).

The wide variety of work schedules that differ from the traditional 9-5 hours.

7. What did the Federal Employees Pay Comparability Act of 1990 mandate? (249) It mandated that the 30% public-private sector pay gap be closed gradually by the end of the century.

8. What is ROWE? (248-249).

Results Only Work Environment is a work-at-any-time-and-place innovation successfully adopted at some organizations, but too radical for others. The principle is that what matters are results, not time or place.

9. How effective is the Pay Reform Act? Why? (249) It has been seen as ineffective. The law’s mechanism is imperfect. The administration has cited “severe economic conditions” to deny employees the full pay raises they would have gotten if the law operated automatically. The president as well as congress share the blame

10. What is meant by a wage-lead approach, wage-competitive approach, and wage-follower pay plan? (246, 249, 251)

A wage-lead approach may reflect a belief that by “working smarter” a high-quality, satisfied workforce is a cost effective, money-saving strategy. That is, total labor costs are not the same as labor rates.

A wage-competitive policy neutralizes compensation as a factor in human resource management. It does this by paying fairly and accentuating nonmonetary amenities affecting the overall ability to attract and retain employees.

A wage-follower plans may be indicated of: unique characteristics of the occupation (military travel, State Development diplomacy), a philosophy that dictates service is not about making money (Salvation Army), high unemployment in the area, short-time horizons, or simply a “lean and mean” approach to human resources by “working harder” to get the most from as few poorly paid workers as possible (despite counterproductive effects such as low morale, turnover, and training costs).

11. Discuss the “great pay debate.” (252, 254).

The highly politicized controversy over whether public employee compensation is too high or too low. Both sides of the debate believe the other side mischaracterizes research findings and neither has had the data independently verified.

12. Explain this claim: “the compensation debate is a proxy fight for what the role government should play in society. (254) Facts and reason, by themselves, are unlikely to resolve the debate because the root of the controversy is conviction, not facts.

13. What are the various federal pay schedules? (255-256) Executive schedule for political appointees, a general schedule for career employees, and, in the federal government, a wage grade schedule for blue-collar workers (using, by law, a match philosophy based on local prevailing rates), as well as various rank-in-person systems 14. Where is the pay gap most severe? (280-281) For executive, managerial, and professional positions and less so for managerial and entry-level jobs 15. Historically, why have policy makers increased benefits rather than salaries? (257) There costs can often be put off by lawmakers and are thereby less visible to voters than salary increases.

16. What is the average cost of benefits? (257) 41% of payroll, accounting for 29% of the total employee compensation package.

17. Identify is the paradox of benefits? (257) As the value of benefits increases, employee satisfaction can decrease 18. What are some reasons employees may be discontented with benefit plans? (258) Rigidity, gaps in coverage, and cost shifting 19. What does internal equity mean? (259 ) Rewards jobs of equal value with the same amount and pays jobs of different value according to some set of acceptable standards 20. What is pay banding? How widespread is it? (260)

Pay banding attempts to make the salary structure more flexible, separate job levels are grouped into broad categories or bands of related jobs. 19 states have some type of pay banding initiative in place. Nearly 1 of every 10 businesses has instituted banding.

21. Define comparable worth? (262) Theory that different jobs , equal in value to the organization, should have the same compensations 22. Summarize the contentions of supporters and opponents of comparable worth? (262) Supporters maintain that job evaluation tools-when properly utilized-advance pay equity; opponents argue that these techniques ignore the free market. Advocates counter that markets seldom operate efficiently; critics say that job evaluation technology is inherently arbitrary.

23. What is the wage gap between men and women? (262-267) By the end of the 1990s, the wage gap was 76 cents- for every dollar a male employee earned, a woman worker earned 76 cents.

24. What is the attractiveness of seniority systems and inflation adjustments? (266) Their simplicity, objectivity, predictability, and perceived fairness, as well as their ability to encourage workforce stability.

25. List some preconditions of merit pay? (270-271) A valid job evaluation system, objective performance criteria, meaningful and consistent funding, and accurate performance appraisal.

26. What are some perverse effects of merit pay? (272) (a) Focusing on the short term at the expense of the long term (b) Encouraging mediocrity by setting limits on expectations (c) Destroying teamwork because it increases dependence upon individual accomplishment (d) Generates counterproductive, win-lose competition among employees for merit monies 27. According to the U.S. Merit Systems Protection Board (2006), what factors need to be present for an effective pay for performance system to work? ( 267 ) a. A supportive organizational culture b. Fair-minded, well-trained supervisors c. A rigorous performance appraisal system d. A system of checks and balances e. An going system of program evaluation.

28. Under what conditions does pay for performance work well? (267) Pay for performance runs well if a) employees have to complete one well-defined task, b) the output is clearly measurable, and c) the result can be attributed to one person’s efforts.

29. What assumptions about human nature and motivation are key to pay for performance plans? (267) Assumptions about human nature includes employees working primarily for cash and caring about absolute pay levels. This is in line with Theory X in motivation.

30. What is the general conclusion of Exhibit 7.8? (267ff.)

Performance pay programs may be good in principle but difficult to do based on past experience with the federal general pay schedule as well as reform attempts in the 1970s, 1980s, 1990s, and the first decade of this century. The reality is that pay for performance is likely to be of little benefit to organizations with serious performance problems and may actually be harmful.

31. What is pay compression? Why does it occur? (271) The narrowing of differentials between pay grades in an agency. Usually happens when people stay in the same jobs for long durations, receiving generally small base salary increases and only periodic merit raises.

32. Define skill-based pay? (273) Compensation for skills employees have, develop, and use in a multiple task environment.

33. Why isn’t it a panacea? (274) 1. Short term training and long-term payroll costs increase 2. Frustration occurs either when newly achieved skills go unused or when employees “top out” of the program 3. Complex bureaucratic processes 34. What is gain sharing? (274-277) Financial gains resulting from organizationwide performance are shared with employees 35. Why is differential pay used? (p. 277). Identify different types of this kind of pay.

To motivate personnel to take on less desirable assignments, locations, and responsibilities, and to them harmless for job-incurred expenses. Types include shift pay, location pay, overtime pay, pay allowances, and special responsibility pay.

37. What is the lesson from the Florida Department of Revenue’s experience regarding bonuses? (275-276) The Department decided to reward state employees who go above and beyond the call of duty and save the state money. This process saved the state taxpayers $9 million. This shows that when people are rewarded properly, they do their jobs to the best of their abilities.

38. What is the “real” compensation issue? (279) When cost-of-living allowances are used not only as a substitute for incentive pay but are also adjusted below living costs. The real issue is not a raise but the size of the pay reductions.

39. What is the consequence of noncompetitive pay? (279) Serves as an impetus to hire peripheral labor-low-paid, often poorly trained part-time employees, temporary workers, and even volunteers, many of whom are likely to leave as soon as they find full-time positions 40. What do you think about the issue of contractors and compensation in government? (281-282) Own answer.

41. What are some recommendations for pay systems? (282-283) 1. Stakeholder involvement in system design or reevaluation 2. Simplicity in base pay and diversity in benefits 3. Salary progression tied to continuos improvement

4. Job security 5. Market-match pay philosophy

Review/Discussion Questions

Chapter 8 1. What is generation X? (297) People born between the early 1960’s through the early 1980’s; usually born no later than 1981 or 1982. Today, these individuals will be between 30 and 50 years old.

2. How do family-friendly policies relate to the paradox of needs? (298) Organizational goals of efficiency and productivity may conflict with employees’ goals of a supportive workplace.

3. How has workforce composition change in recent years? (299-300) More women, older workers, temporary employees, minorities, and immigrants into positions in both the public and private sectors. Seven in 10 working husbands are now married to women in the labor force. More than one eighth of American full- or part-time workers have job demands as well as elder care responsibilities. Women are five times as likely as men to be in charge of single-parent families in the United States. Also, the workforce is forced to take care of children, older children (young adults) and elderly parents while being in their prime working years.

4. What is the sandwich generation? (299) Workers who are sandwiched between responsibilities for young children (and sometimes older children/young adults) and for elderly parents.

5. What are non-traditional families? (299) Includes gay and lesbian coupes, unmarried couples in committed relationships, single-parent families, and reconstituted families; blended families, extended families.

6. What is downshifting? (300) Scaling back career ambitions and giving more time/attention to family and personal needs 7. What is the 3’O clock syndrome? (301) Attention to work related tasks wanes as parents begin thinking about children ready to leave school and return home.

8. What are 4 employer-sponsored child care programs? (302) 1. Child care facility 2. Financial assistance 3. Resource and referral service 4. Mildly ill/emergency/special needs child care

9. How have employers and employees benefited from a flexible work program in Great Britain? (303)

The program provides flexibility to employees that may allow them to create a better balance between work and family responsibilities. At the same time, employers may be more able to maintain skilled staff, reduce absenteeism by increasing staff morale, and develop efficient response techniques to changes in market conditions.

10. What are workplace implications of employees caring for elderly family members? (305) More likely to report physical or mental health problems, quitting work, taking leaves of absence, sporadic attendance, abbreviated work holidays, diminished productivity, and excessive turnover.

11. What are components of elder care programs? (306) Social work counseling, financial assistance, subsidies to service providers, generous leave policies, information and referral services, support groups, and other forms of aid.

12. What cost indicators of parental leave programs exist at each stage? (307) -Before leave (absenteeism and productivity impacts) -During planning (securing and training potential replacements) -During leave (disability pay and stakeholder impacts) -While staffing (temps/replacement costs, overtime) -After leave (retraining, possible turnover costs)

13. What was the first U.S State to offer parental leave? What were the program benefits? (307) California became the first state to offer paid parental leave. Program benefits include increased employee retention and, as a result, reduced hiring costs; and increased bonding time for parents who may not otherwise be able to afford time off from work, which results in the healthy development of a child.

14. What are 3 issues related to adoption assistance? (308) Eligibility, leave time, and reimbursement 15. What equity and loyalty issues are involved? (308) If parents giving birth are entitled to benefits, why not adoptive parents? Support for adoptive parents can increase employee loyalty, morale, and retention.

16. What is domestic partnership coverage? (308) Refers to benefits such as health insurance and sick/bereavement leave that may be made available to a person designated as a domestic partner of an employee.

17. Why might single employees harbor resentment against family-friendly policies? (311) Single employees may feel shortchanged or overburdened when employers expect them to take up the slack for their absent coworkers who are given special help in dealing with spousal or child-related problems. Also, if single or childless workers receive fewer benefits, subsidize benefits for which they are ineligible, and are expected to assume more responsibilities than others, friction will likely intensify.

18. What is the lesson from the Salvation Army’s policy flip-flops on providing health benefits to same-sex partners of employees? (309)

The issue shows that implementation of domestic partner plans raises complex and contentious political and social issues. National support or opposition is linked to broader gay rights issues.

19. What are 4 health-promoting initiatives? (311) Stress reduction, wellness programs, safety initiatives and employee assistance programs 20. What are the 3 most useful strategies for reducing stress in your opinion? (312) Own Answer: May include detaching from work, scaling back on electronic accessibility 21. What are some components of stress reduction programs? (311) 1. Use of effective screening devices 2. Avoiding person-environment “misfits” 3. Orienting employees 4. Providing assessment 5. Offering worker support systems 6. Furnishing crisis intervention counseling 7. Tracking organizational indicators 8. Training employees with behavioral self-control skills 9. Equipping employees with cognitive problem-solving skills 10. Offering workshops and short courses 22. What are some elements of wellness programs? (314) Health assessment, health risk appraisals, health screenings, injections, and health and nutrition education/counseling 23. How widespread are wellness programs? (314) Availability is greater in state government (92% of states) than in local government (65%) or the private sector (46%).

24. Which stress-reduction strategies are most useful for (a) managers, (b) employees at work, and (c) employees at home? (313) (a) Follow a consistent management style, avoid actions that erode competence or confidence of employees, treat employees fairly, give positive feedback when appropriate. (b) Schedule time realistically, avoid unrealistic expectations for yourself, do one thing at a time, do not depend on your memory to keep track of all tasks, ignore situations you cannot control, get away from your desk at lunchtime, identify sources of stress. (c) Exercise regularly, explore ways to reduce caregiving and work conflicts, take advantage of community support network, build fun into your schedule, express your feelings openly, be prepared to wait, begin to rid your life of clutter.

25. What are the types of problems that EAPs can address? (315) Personal problems such as the difficulties resulting from work/family conflict, alcohol and drug abuse, personal debt, domestic abuse 26. What is a legal caution about EAPs? (315) Employees and managers need to be aware that information gathered during EAP sessions may belong to the employer, not the employee 27. What are 7 types of alternative work arrangements? (317) 1. Flex options 2. Telecommuting

3.

4.

5.

6.

7.

Part-time work Voluntary reduced work time Temporary work Leave sharing and pooling Job sharing

28. What is flextime? (317) Work schedules that allow flexible starting and quitting times but specify a required number of hours within a particular time period.

29. What is a compressed workweek? (317) The number of hours worked per week is condensed into fewer days.

30. What did research by Facer and Wadsworth (2008) find about compressed workweeks in Utah? (317) Employees working the four-day, 10-hour schedule reported higher levels of job satisfaction, higher perceived productivity, and lower levels of work-family conflict than their non-4/10 coworkers.

31. What forms can flextime take? (318) -Core hours (required presence at work) -Band of flexible hours (typically at the end or beginning of the day) -Variable lunch hour -Sliding schedule (variation in the start/stop times daily, weekly, or monthly) -Bank time (variable length of workday; hours from long days can be banked for short days later on).

32. What are some implementation problems with flextime? (318) Problems can result when employees are required to work as a team, when unions or supervisors resist the move to flextime, and when laws introduce complications.

33. What is telecommuting? (318) People who work away from the traditional work locale 34. What are pros and cons of telecommuting? (320) Pros include productivity, flexibility, economy, and satisfaction. Cons include loss of management control, inadequate technology, absence of policy guidance, stakeholder resistance, and insufficient funds.

35. How is part-time work defined by the federal government? (321) Involving fewer than 35 hours per week.

36. What is V time? (310) Voluntary reduced time; it enables parents to meet care giving responsibilities, provides an alternative to layoffs or use of part-time replacements, and helps phase workers into retirement.

37. Why might people prefer temporary work? (322) Enables them to meet family responsibilities, complete education or training, master new skills, or compete for full-time positions.

38. What is leave sharing and pooling? (322-323) A type of employee-to-employee job benefit whereby healthy workers donate sick time or other benefits to coworkers in crisis.

39. What are the advantages for donors and recipients? (322) Donors gain a feeling of support and concern for their coworker. For recipient, it is a way to fill in the gaps not covered by insurance, cope with medical emergencies, and reduce financial hardship.

40. What is job sharing? (323) Enables two employees to split the responsibilities, hours, salary, and (usually) benefits of a fulltime position.

41. What is “power of peers” applied to job sharing? (324) Employees more frequently use alternative work schedules when those in their work groups are already using them.

42. What is the trend in public employee pensions and health care benefits? (325) Public jurisdictions are increasingly shifting costs away from the employers and onto the employees reducing or dropping benefits and requiring higher employee benefits/contributions.

43. Explain the difference between defined-benefit plan and defined-contribution plan. (326) Defined-benefit plan: guarantees a pre-set lifetime pension payment.

44. Describe the “Hard HRM” and the “soft HRM”.

Hard HRM: utilitarian/instrumental view sees employees as costs to be minimized and resources to be used for maximum return.

Soft HRM: developmental/humanistic view regards employees as assets worthy of investment and a resource of competitive advantage.

45. What is the trend in health care for peripheral labor force (part-time, temp and newlyhired employees)? (329) They are provided inferior benefits compared to those offered to current core employees.

46. What are the 6 stages for implementing family friendly policies? (330-331) 1. Setting policies and values 2. Identifying options and models 3. Articulate program objectives 4. Plan for implementation 5. Specify outcomes 6. Measure and evaluate 47. What is the paradox of harassment? (333) Many organizations have policies on harassment, there is widespread agreement about what constitutes harassing and threatening/violent behavior, and there are numerous instances of such behavior at work, yet the number of violations is low.

48. What are some warning signs of possible workplace violence? (332)

Poor workplace situations (stress, discrimination); the presence of individual, family, or social problems (finances, illness); aggressive behavior in the workplace (intimidation, bullying); discussion about or presence of a weapon or threat of its use in the workplace; and statements suggesting fascination with violent workplace incidents 49. Which four agencies were rated in the top five on (a) Work/life Balance and (b) FamilyFriendly Culture and Benefits? (334) a) 1. Intelligence Community 2. National Aeronautics and Space Administration

3. Department of Transportation 4. Department of Commerce 5. Department of Health and Human Services b) 1. National Aeronautics and Space Administration 2. Department of Commerce 3. Department of Treasury 4. Department of Secretary of Defense, Joint Staff, Defense Agencies, & DOD Field Administrators 5. Department of Health and Human Services Summary/Review/Discussion Answers Chapter 9

1. Provide the definition of training and development. (350) Training is the effort to increase the knowledge, skills, and abilities (KSAs) of employees and managers so that they can better do their jobs. It focuses on improving performance in present jobs.

Development is the effort to improve future performance by providing skills to be used in a subsequent assignment. Development increases staff potential, assists in succession planning and is tied to strategic organizational development.

2. What has been the role of learning in recent years? (351) Learning emphasizes a comprehensive look at how people and organizations assess their condition, set goals and priorities to meet new challenges and develop new KSAs. Learning involves developing new strategies for people and their organizations to improve services and capabilities.

3. What are three paradoxes related to training? (351-352) a. Almost everyone from presidents and management gurus to shop stewards and department heads emphasize the importance of training, learning, and development; all agree that in the past and in the present they are insufficiently emphasized. b. As training, learning and development become more important to the organization, responsibility for fulfilling these needs is shifted downwards to individual employees, supervisors and units. Decentralization of training has been occurring and many organizations have cut back on even eliminated training staff in human resources departments. c. As responsibilities increase, employees have less time to focus on training, learning and development. It is probable that only when organizations make learning, improvement and creativity a priority will employees then have the time and structure within which to pursue development.

4. What is the contribution of training and development? (356-7) a. Assisting new employees to get up to date on the unique procedures, equipment, or standards of the organization.

b. Helping existing staff to adapt to new tasks as a result of promotion, restructuring, or other reassignments. c. Confirming that employees are abreast of new laws, procedures, or knowledge pertinent to the organization, the environment, or their jobs. d. Ensuring that personnel in jobs critical to the organization’s performance – and which have high costs of failure – perform in satisfactory ways (risk management) e. Using training and development as a tool to ensure that desirable employees and managers stay current and committed to the organization (retention) f. Ensuring that everyone has the KSAs that are consistent with what is needed to help the organization move forward (planning).

5. What are some ways to motivate trainees? (353) a. To ensure that workers understand the need for what they are to do, of how T&D fits in with larger agency. b. Management support for dealing with the consequences of training.

6. What does path-goal state?(353) The job of the manager is to state and gain acceptance for goals, and to lay out a viable pathway; addressing employee concerns is to clarify both goals and paths as well as ensure management support for dealing with whatever adjustments are necessary.

7. How can the relevance of training be increased? (353) Managers and trainers must explain how training or the intended organizational learning and development effort relate to a specific task or problem at hand. When people are unclear about why or what they are doing has relevance, some will lose motivation and few will be able to take advantage of whatever skills and knowledge are imparted.

8. Why can transference be a problem? (354) The problem of transference may occur when training is conducted in a setting other than the work environment. Effectiveness requires that new knowledge and skills be readily transferred into the workplace.

9. Why is repetition important? (355) Most people do not immediately retain complex information and use new skills.

10. What is the rule of 3? (355) States that people hear things only after they have been said three times.

11. What is the rule of 7? (355) States that people must practice something seven times to master it.

12. What are learning plateaus? (355) Periods during which people must first fully absorb and assimilate material before they learn more.

13. What is overlearning? (355) Refers to assimilation of material so that becomes second nature.

14. Why are underlying principles important? (355) People are more effective when they can understand why something works, when they can understand the principles that lie behind something. Those principles open up the doors to finding new applications as well as problem solving when something goes wrong.

15. What are the attributes characterizing feedback in training and learning? (356) Feedback that is immediate, direct and positive or constructive helps guide activities toward correct goals and supports people to quickly master new skills.

16. What are three key differences between training principles in the U.S. and mainland China? (356) Own Answer.

17. What are 8 common training strategies? (358-366) a. On-the-job training and coaching programs b. Mentoring c. In-house seminars d. Web-based learning e. Innovation and Development Hubs, Centers, and Labs f. Professional Conference Attendance g. Simulation and role playing h. Formal classroom education 18. What is OJT? (358) On-the-job Training (OJT) is perhaps the most common technique. It involves a thoughtful and guided approach to learning the job as it is performed; learning the application of formal knowledge, regulations and other general principles related to actual tasks; the acquisition of often-idiosyncratic information linked to specific jobs.

19. What is coaching? (358) Assigning and experienced employee to help other employees to master their job situations.

It is usually regarded as a cost-effective way of transferring essential job skills and knowledge.

20. When it is most likely to be successful? (358) With new employees who are often highly motivated because the knowledge is relevant, transference is not an issue, there are ample examples that can be repeated as necessary, and the employees have opportunities to receive feedback.

21. When is it least likely to succeed? (358)

OJT depends heavily on the credibility of the “manager as a teacher” as well as the ability to transfer his or her job-specific KSAs to the employee-student. The student must be motivated and able to learn. However, OJT is not substitute for formal training.

22. What is mentoring? (359) It is a development approach through which experienced employees learn and develop their career potential through ongoing, periodic dialogues, with senior managers. Typically, the mentor-employee relationship is personal as well as professional in nature.

23. What is the underlying principle in mentoring? (359) Employees are motivated to advance their careers and job skills.

24. What are the main challenges of newly-promoted supervision? Exhibit 9.3 (360) a. the ability to get work done through staff, in a productive way b. dealing with employee discipline, conflict management, and other personnel matters c. implementing various policies d. nurturing a unit-wide perspective and efforts to move the unit forward e. learning how to develop and administer budgets f. ensuring the safety and cleanliness of offices g. ensuring adequate information and other technology h. ensuring adequate employee training and development i. developing administrative and legal expertise in dealing with employee discipline.

25. How can seminars become more effective? (361) a. Lecturing can be kept to a minimum and opportunities can be increased for participants to discuss training materials and actual, real-life problems. b. Managers and trainers can gauge employee interest and concerns beforehand and address these during seminars. c. Trainers might offer to follow up with groups of employees or to assist in applications.

26. What are some of the suggestions to make an effective training presentation? (361) a. State why the topic is important and how it benefits employees b. Keep eye contact with the audience c. Discuss the topic in “bite-size”, manageable pieces d. Use notes to remind oneself of what material must be covered, but do not read verbatim from notes.

27. What is the purpose of innovation hubs? (363) To provide spaces in which groups of employees and managers can discuss common challenges and find support in implementing new solutions 28. What is simulation? (364) Allows managers and employees to replicate on-the-job experiences without disruption of ongoing work processes. Simulation is appropriate when employee learning through OJT could result in unacceptable outcomes.

29. List some advantages and disadvantages of web-based learning. (362-3) Advantages: reduced travel time and costs, convenient participation times for employees, access to information through the Internet.

Disadvantages: lack of immediate instructor feedback, some advanced content subject areas that are not yet well developed, the need for considerable self-discipline by learners.

30. Why is it key to participate to conferences? (364) To networking and meeting new people in one’s field. The network that one builds at conferences often is vital to one’s career development as well as for providing essential contacts who can help with real problems encountered at work.

31. How does education differ from training? (365) Education is concerned with broad principals of knowledge and practice rather than the technical details of specific jobs. Education emphasizes information as well as formation.

32. Why do you think ethics training in the workplace is important? (371-374) Own answer.

33. What is the purpose of organizational learning? (367) It is to get agencies, departments and individuals thinking about what and how they are doing and what and how they could or should be doing differently or better.

34. What are the two issues related to organizational learning? (367) a. Getting individual willing and able to see that things could be done differently and better b. Getting buy-in from different groups of people in the organization to support the change.

35. Describe idea development. (367) An approach through which employees are asked as individuals and as groups to submit ideas for improving their own work, that of their units, or that of the agency.

36. What are the core qualities for leadership the U.S. federal government emphasizes?

(369) a. Ability to bring about strategic change b. Lead people c. Build coalitions d. Manage business function and being results-driven e. Being able to apply technical knowledge f. Calculate risk g. Being decisive and customer-focused 37. What does HAIR stand for? (369) a. Helicopter – ability to look at things from a higher vantage point while still seeing the details on the ground b. Analysis – superior ability for rational analysis, logic and judgment

c. Imagination – ability to develop fresh and creative approaches to problems d. Reality – ability to develop grounded and realistic solutions.

38. List some elements of managing change. (370-371) a. Having insightful analysis about forces prompting change and organizational strategy b. Being clear about the nature and scope of change c. Involving or consulting people and addressing their concerns at an early point.

39. What are three key findings from West and Berman's research about the use of ethics training in U.S cities? (374) a. About 2/3 of cities with populations over 50,000 use some form of ethics training b. Moral leadership by senior managers is important and drives all other ethics activities.. c. When ethics training is integrated with management efforts, there is a positive impact on the organizational culture and perceptions of employee performance.

Discussion Questions Chapter 10 1. What key functions does performance appraisal play in organizations? (386) Employee compliance, performance improvement, and system validation. Reviews reinforce organizational values, provide data on the effectiveness of recruitment, position management, training and compensation.

2. According to a 2012 survey, what percentage of managers and employees believed performance appraisals were neither useful nor effective. (386 ) 87% of managers and employees.

3. How does performance evaluation relate to workplace violence? (388-389) It can produce paroxysms of shock and sorrow, anger and rage, triggering violence 4. Identify at least three paradoxes of performance appraisal? (387) 1. People are often less certain about “where they stand” after the appraisal than before it 2. The higher one rises in a department, the lower the likelihood that quality feedback will be received 3. Most employees perceive little connection between performance and pay 5. What did the CSR of 1978 seek to do regarding performance appraisal? (390) Sought to evaluate employees not on subjective characteristics but on objective, job-related performance standards.

6. How did NPR assess CSR’s success? (390) Declared it to be dysfunctional and detrimental to the success of governmental programs 7. Identify elements of the appraisal process (390ff.)

Initial goal setting, monitoring and data availability, continuous feedback, and annual assessment.

8. What is a deficient appraisal? (392). A contaminated appraisal? (392)

Not all pertinent factors are considered. Irrelevant considerations are included.

9. Specify three common types of appraisal? (392) 1. trait-based 2. behavior-based 3. results-based 10. Define a trait based system. (392) Require judgments on the degree to which someone possesses certain personal characteristics deemed important to the job.

11. What are problems with it? (392-393) Difficult to define personality characteristics (much less the extent to which someone has them); little value for performance improvement.

12. Define the business judgment rule (394).

The deference courts often give to employers in making personnel decisions.

13. What did the court conclude in Brito v. Zia? (395) Criticized the subjective nature of trait-based systems because the results are not based or related to actual work behavior.

14. What is the focus of behavior-based systems? (395) Attempt to discern what someone actually does, and what the function of the behavior (what reinforces it or keeps it going) is..

15. What is a BARS system? (395) Defines the dimensions to be evaluated in behavioral terms and uses critical events to anchor or describe different performance levels.

16. Identify its drawbacks? (398) Often not practical because each job category requires its own BARS. There is little evidence to support the superiority of this technique over other approaches.

17. What is MBO? (398) Management by Objectives: Promises to achieve substantial organizational-individual goal congruence. Establishes agency objectives for every department, manager and each employee.

18. Specify its drawbacks? (400) Time consuming, conflicting objectives, focuses on short-term goals, can stifle creativity, teamwork is likely to suffer, may not assist in the employee development function.

19. What is NOT the central issue in personnel appraisal? (402) The technique used is decidedly not the central issue in personnel appraisal because the type of tool does not seem to make much difference.

20. What is the authors’ view of performance appraisal software? Why? (402-403) A dislike of performance appraisal software, because it makes decisions on cognitive abilities that are notoriously prone to error. The software contributes nothing to the most important part of the service ratings: The manager-employee interview.

21. What are some answers to the question, “Who is the rater?” (403) Traditionally the subordinates immediate supervisor, others include the ratee, peers, computers, and outsiders.

22. What is the problem with self evaluation? (402) Subject to distortions including self-congratulation or, less likely, self-incrimination.

23. When are peer evaluations most appropriate? (403) When work in an organization becomes more group oriented. In an agency culture high in trust, where coworkers develop rating scales and have access to relevant information, such assessments can be accurate.

24. List the pros and cons of electronic monitoring. (303-404) Pros include continuously collecting performance data, pinpointing problems, and providing immediate feedback. Cons include creating a “electronic sweatshop” environment damaging creativity, morale, and health.

25. Define a 360 degree evaluation system. (404) A technique that gathers information from subordinates, peers, and citizens. More data may produce more reliable, but not necessarily more valid information.

26. Identify four sources of rating errors. (405ff.)

1. cognitive limitations 2. intentional manipulation 3. organizational influences 4. human nature 27. What is compatibility error? (405) An error that rates higher if the respondent is “similar to me”. Employees believe that their supervisors liking of them influences evaluations.

28. Identify the spillover effect (405) If the ratee does one thing exceptionally well or poorly, then that unfairly reflects on everything else.

29. What is recency effect? (405) Takes place when a major event occurs just prior to the time of the evaluation and overshadows all other incidents.

30. What is contrast error? (405) Exists when people are rated relative to other people instead of against performance standards.

31. What is leniency error? (406) Consequence of a desire to maintain good working relationships , maximize the size of a merit raise, encourage a marginal employee, show empathy for someone with personal problems, or avoid confrontations with an aggressive worker.

32. In many situations, providing inaccurate appraisal data is sound management. Discuss.

(405-406) This occurs because the goal is not measurement accuracy, but rather management discretion and organizational effectiveness.

33. What is severity error? (406) Emphasized as a way either to send a message to a good performer that some aspect of his or her work needs improvement or to shock an average employee into higher performance.

34. What are four problems caused by organizational influences? (406-407) 1. Insufficient management commitment to performance appraisal 2. Implicit personality theory suggests that people generally judge the “whole person” based on limited data 3. Conflicting role expectations are inherent in the appraisal process because evaluators must reconcile being a helpful coach with acting as a critical judge.

4. Appraisal systems are complicated a distaste that people have for formally evaluating others.

35. Identify four aspects of human nature.(406-407).

Risk aversion, implicit personality theory, conflicting role expectations, personal reluctance.

36. What are three key features of the personnel system in the Chinese public sector?

(408-409) a) Hierarchical loyalty is a highly prized cultural value b) The Chinese Communist Party plays a leading role in the management of the civil service. c) The hegemonic role of the CCP ensures that the civil service remains more centralized than in many other nations.

37. What lessons can be learned from experience in Loudon County, Virginia? (410-411) People at all levels must be involved in the process. Supervisors must allow ample time to conduct evaluations and must be trained in doing so. A process needs to be implemented for continual feedback and a system that would stand up in court.

38. Provide examples of negligence or misrepresentation? (412-413) Breach of duty to conduct performance appraisals with due care; disclosure of untrue favorable performance information that causes risk of harm to others.

39. What are the seven elements that should constitute appraisal? (414) Goal setting, alignment of individual and organizational goals, self-assessment, 360 reviews, managerial appraisal, competency assessment, and development planning.

40. What is the “tell and sell” technique? (414-415) Inform subordinates how they were rated and then justify the decision

41. Why can disciplining an employee be difficult to administer? (415-416) Lack of good records needed as a basis for discipline, putting the office climate at risk by taking action, not believing disciplinary actions will be effective, blackmail by employee.

42. Do you believe more organizations should conduct exit interviews? Why or why not? (417-418) Own answer.

43. What is progressive discipline? (420) Progressive punishment is the most common policy, and is the application of coercive measures by increasing degrees of severity: informal counseling, verbal warning/reprimand, written warning/reprimand, minor suspension, major suspension, and discharge.

44. Define the premise of a “just-cause” standard? (420) A just procedure should help ensure a fair outcome.

45. Identify typical barriers to effective performance appraisal? (326) Absence of trust in the organization, supervisory training and top management support, rater accountability, and overall evaluation of the system itself.

46. What are some faulty assumptions concerning person-centered appraisal methods?

(424) 1. Training is provided to all employees about the systems and to managers in their use 2. The appraisal is grounded in accurate job descriptions 3. Evaluations are completed under standardized conditions and are free of adverse impact 4. Preliminary results are shared with the ratee 47. What are two kinds of feedback that should be provided? (425) 1. System performance data automatically generated from statistical process controls 2. Individual performance data 48. List the standards for an appraisal process (424).

Simplicity, training, accurate job descriptions and rating on performance, standardized conditions and no adverse impact, preliminary results shared with rate, upper-level review, performance counseling.

Review/Discussion Questions

Chapter 11 1. What is the “Fiscal Accountability Act” of 2011? (435)

In the state of Michigan, this act authorized the governor to appoint an emergency manager if he deems that a fiscal emergency is imminent. The broad powers delegated to the appointee to address the financial emergency, may include modifications to the collective bargaining contract.

2. What did Senate Bill 5 seek to do in Ohio? What was the outcome? (436-437) Weaken unions: by allowing only limited collective bargaining for state employees, and in the event of an impasse elected officials could unilaterally impose their side’s final contract offer. It would ban binding arbitration together with negotiating on pensions, health coverage and staffing levels and require more employee contributions to their health insurance costs and pensions. It banned strikes and made it harder to collect union dues from nonunion members. It was defeated.

3. How has the role of unions changed over the years in the U.S.? Why? (437-439) Deregulation and privatization associated with the “new economy” has undercut the role of unions as a “countervailing power” against business and government in American democracy. The effects of erosion in union power have been deleterious leaving many feeling financially insecure.

4. Why are some employees positive about unions? (439) See unions as a way to salve smoldering discontent with job or working conditions. May also think that unions amplify their voice and help keep management honest. Unions may also yield results unattainable through concerted individual efforts. Employees may also enjoy the feeling of solidarity as well as the perks.

5. Why are some employees negative about unions? (440) Negative views may stem from dues, unresponsive union leaders, unflattering stereotypes associated with unions, and questionable benefits. Additionally, distaste at the defense unions may give to nonproductive workers, tendency to support “one size fits all” solutions, and that unions are unnecessary to accomplish worker aims.

6. Why are some managers positive about unions? (440) Contribute to workplace democracy, allow one-stop bargaining, and ensure a level playing field.

Prefer to work with member-supported union representatives rather than disparate groups.

7. Why are some managers negative about unions? (440) See unions as spiking up costs, pushing down productivity, impeding organizational change, and concentrating more on advancing employee interests than on serving citizen interests. Others fear rigid, binding labor contracts, erosion of managerial rights, and introduction of conflict, distraction, and disruption to the workplace. Unions may also be viewed as reflexively proemployee and anti-management.

8. How can management reduce chances of unionization? (440) 1. A conviction by employees that the boss is not taking advantage of them 2. Employees who have pride in their work 3. Good performance records kept by the agency. Employees feel more secure on their jobs when they know their efforts are recognized and appreciated.

4. No claims of high-handed treatment. Employees respect firm but fair discipline.

5. No claim for favoritism that’s not earned through work performance 6. Supervisors who have good relationships with subordinates. The AFL-CIO maintains that this relationship of supervisors with people under them-above all- stifles organizing attempts.

9. What are 3 paradoxes in labor-management relations? (446) 1. Collective bargaining arrangements are crucial but may be incompatible with efficient merit system operations 2. Dispute resolution mechanisms add stability, but such provisions in collective bargaining laws empower unelected arbitrators.

3. Managers are held accountable, but the extent of public employee unionization may limit their discretion 10. What is the free rider problem? (446) Employees may benefit from unions without being members

11. Which 3 differences between unions and management are most important? (448) Union-Egalitarian; Management Hierarchical Union-Democratic decision making by members; Management-decision making by few Union-Seniority is basis for deciding among members; Management-Performance is basis for deciding among member 12. How do union membership percentages differ in the public and private sectors? (448) 35.9% of public sector employees belonged to unions, contrasted with 7.5% of private employees.

13. Why have private sector union memberships declined? (449) Growth of high-tech industries, geographic shifts, changes in the workforce, and the workplace.

In addition, opposition in representation elections, replacement of striking workers, and reluctance by unions to push organizing drives.

14. Why haven’t public sector union memberships declined? (449-450) Changes in public policy, vigorous union organizing efforts, rise of social movements, success of various job actions, lagging wages, rising public sector employment, inexperience of government employees, increasing threats to job security.

15. What did the Civil Service Reform Act of 1978 do? (451) Created the Federal Labor Relations Authority to oversee federal LMRs, disallows union security arrangements, restricts the scope of bargaining and bans strikes.

16. What is the trend in work stoppages? (453) An overall decline in work stoppages in a year since the 1940s.

17. Which of the arguments pro or con do you find most persuasive concerning public sector strikes? Why? (454) Own Answer 18. What were the issues in the PATCO strike? (454-455) Salary hikes, overtime pay rates, better night shift differentials, more generous severance pay, workweek, union involvement, and retirement plans.

19. Why did it fail? (455) FAA resisted union proposals. Failed to garner public sympathy, framing the issues too narrowly, discounting the public interest, overreaching, and making insufficient efforts to shore up support for the strike from AFL-CIO affiliates