Training and Developing Employees

Training and Developing Employees Multiple Choice: 1. Once employees have been recruited and selected, the next step would be: a. discipline and counseling. b. orientation and training. c. hiring and firing. d. socialization. 3. The ongoing process of instilling in all employees the prevailing attitudes, standards, values, and patterns of behavior that are expected by the organization and its departments is: a. values projection. b. orientation. c. socialization. d. diversity training. 5. There is the real possibility that courts will find that an employee’s handbook contents represent a/an: a. alsified document. b. contract with the employee. c. incomplete document. d. vague document. 7. Training of a long-term nature that has the development of current or future management employees as its aim is usually referred to as: a. management evaluation. b. management development. c. management games. d. management case studies. 8. In order for firms to stay competitive when training and development objectives change, they have to adapt by performing the following changes, except: a. improving product quality. b. boosting productivity. c. hanging technology. d. increasing employee turnover. 15. The first step in a training program is to conduct: a. training evaluation. b. training needs analysis. c. on-the-job training. d. job instruction training. 17. A technique for appraising the performance of current employees to determine whether training could reduce performance problems like excess scrap or low output is: a. task analysis. b. performance analysis. c. training analysis. d. motivation analysis. 22. The bottom line that should result from determining training needs is: a. xcellent job performance. b. performance analysis. c. task analysis. d. measurable training objectives. 25. A structured process by which individuals become skilled workers through a combination of classroom instruction and on-the-job training is referred to as: a. job instruction training. b. apprenticeship training. c. vestibule training. d. computerized training. 32. A training technique in which trainees learn on the actual or simulated equipment they will use on the job, but in which the trainees are actually trained off the job, is: a. n-the-job training. b. off-the-job training. c. simulated training. d. actual training. 37. With a workforce that is becoming increasingly assorted, many more firms find they must implement: a. teamwork training programs. b. diversity training programs. c. value training programs. d. experimentation training programs. 39. The following are aims of the management development process, except: a. assessing the company’s needs. b. appraising the manager’s performance. c. developing the managers themselves. d. enhancing the industry’s performance. 1. A management training technique that involves moving a trainee from department to department in order to broaden his/her experience and identify strong and weak points is called: a. global rotation. b. action learning. c. job enrichment. d. job rotation. 43. In this management training technique, the trainee works directly with the person that he/she is to replace. What is this technique called? a. Replacement approach b. Coaching/understudy approach c. Succession planning d. Direct replacement approach 46.
An off-the-job management development technique that involves presenting a trainee with a written description of an organizational problem is called a(n): a. action learning program. b. case study method. c. management game. d. coaching/understudy approach. 47. The following are features in the case study method, except: a. faculty providing the correct answer so students understand the case. b. the use of actual organizational problems. c. participants stating their views and inquiring into others’ views. d. a minimal involvement by the faculty member. 3. A prospective division manager with a gap in experience with financial controls might sign up for a two-course sequence in: a. production control. b. managerial accounting. c. operational processes. d. managerial control. 55. A training program in which trainees are first shown good management techniques (in a film), are then asked to play roles in a simulated situation and are given feedback and praise by their supervisor is called: a. behavior modeling. b. role-playing. c. good example training. d. case study method. 58.
Some employers have in-house development centers for managers and employees that would include the following, except: a. classroom learning. b. in-basket exercises. c. job analysis programs. d. role-playing. 61. An organizational development method that involves surveying employees’ attitudes and providing feedback to departmental managers so that problems can be solved by the managers and employees is called: a. questionnaire analysis. b. diary logs. c. survey feedback. d. sensitivity training. Essay: 1New employee orientation has been shown to have measurable and positive effects on employee retention and satisfaction.

In spite of this, many organizations do not have a formalized orientation process, and each employee gets a different orientation to the organization. Explain why you believe organizations do this. Outline how you would, as a new HR manager, convince management to implement new employee orientations. 2. The book listed a number of management development techniques. Which one do you believe is the most effective? Defend this choice and contrast it with at least three other techniques. Answers 1. b 3. c 5. b 7. b 8. d 15. b 17. b 22. d 25. b 32. c 37. b 39. d 41. d 43. b 46. b 47. a 53. b 58. c 61. c


Employee Law

Project Summary Employment Law The employment relationship Is a contractual one between an employer and a worker. The worker may be either an employee or an Independent contractor. Distinguishing between the two is very important. It has an effect on compensation, benefits, harassment, family leave, workers’ compensation, unemployment insurance, and discrimination, (Moran, 2008, p. 3). In an employment relationship, authority is conveyed by an employer to an employee. Deciding what kinds of authority and how much authority to grant are important issues for employers to resolve, (Moran, 2008, . ). Inherent in every employment relationship is the employee’s duties of loyalty and good faith and the employer’s duties to compensate and maintain a safe working environment. Violations of these duties give rise to contractual and tort liability. A contract Is a legally enforceable agreement. A tort Is a private civil wrong. Tort liability encompasses assault and battery, defamation, Invasion of privacy, and negligence. The key to an employers responsibility Is whether the tort was committed within the scope of employment?in other words, “on the Job,” (Moran, 2008, p. 3)
Employers may attempt to employ restrictive covenants, also known as nincompoop or nondisclosure agreements. These agreements are used to protect the employer’s business against theft of trade secrets, stealing clients, and competing against the former employer. Courts generally do not like to restrict people from working, but the courts will enforce these agreements where they are voluntarily signed and designed to protect the business from unfair competition, (Moran, 2008, p. 3). The purpose of recruitment and selection is to obtain the best possible workers for a business.
Discrimination is permissible with respect to selecting candidates based on interpersonal relations, communication skills, training, and education. It Is not permissible with respect to suspect classification such as race, religion, gender, age, disability, and national origin,” (Moran, 2008, p. 37). Because employees are valuable assets to a business, employers must be able to choose those employees who will perform the best work for the business. Education, training, communication skills, and interpersonal relations are key qualities that employees must possess to help a business be more successful, (Moran, 2008, p. ). The easiest way to discriminate against individuals is to do so in the recruitment and selection process. Employers may use a myriad of methods to evaluate an individual and his or her particular traits. Testing, interviews, writing samples, demonstrations, and role-playing are a few examples, (Moran, 2008, p. 37). If these methods are job-related, then the employer has every right to use them. “What an employer may not do is discourage potential candidates who belong to a particular suspect classification as defined by Title VII of the Call Rights Act, the Age Delimitation In Employment Act, and the

Americans with Deliverables Act,” (Moran, 2008, p. 37). The selection process has become a complicated procedure for employers, (Moran, 2008, p. 67). They must inappropriate questions that can be inferred as being discriminatory. Employers must recruit from a diverse pool of candidates. Employers must keep accurate records of these candidates, such as who applied and who was hired. Employers must establish Job-related criteria necessary for promotions. Employers must perform background checks on employees to guard themselves against negligent hiring, but these checks are limited to activities or criminal convictions that are Job elated,” (Moran, 2008, p. 67). Policies with regard to nepotism and promoting from within should also be drafted by the employer. The selection process is a daunting but necessary undertaking for the employer. As most of us know, it is an equally stressful experience for workers. Arbitration is a form of alternative dispute resolution where two sides look outside the court system to resolve a conflict, (Moran, 2008, p. 157).
In arbitration, an impartial arbitrator listens to claims, facts, and testimony from both sides, then issues a decision. By signing arbitration agreements, employees typically waive their right to file lawsuits when they have a dispute with their employers. However, the obligation to arbitrate can vary. Some employers require all disputes to go to arbitration, while others designate arbitration for only certain issues. “Binding” arbitration is most frequently used in employment agreements, where both sides agree ahead of time that the arbitrator’s decision will be final, with very limited basis to appeal, (Moran, 2008, p. 58). However, an arbitration agreement alone does not mean that employers can never be sued over an employment issue. State and federal regulators can still sue employers when employees file complaints against companies for violating discrimination, pay, or other laws. Once employees or former employees decide to enter into arbitration, there are three basic steps in the proceedings: preheating briefs, the hearing, and the arbitrator’s decision. Preheating briefs allow the company and employees to present their views and describe their evidence to the arbitrator.
During the hearing, both sides present their case to the arbitrator, which can include calling witnesses. Then the arbitrator makes a decision. Generally, employers do not take termination as personally as do employees. However, it can be a difficult process for both sides, especially if the employee believes that the discharge is wrongful. “At-will termination protects the rights of employers to terminate employees,” (Moran, 2008, p. 153). Therefore, employees must evaluate the evidence to discern whether it meets one of the public policy exceptions to the at-will doctrine.
Employers must guard against compromising their protection under the at-will employment doctrine and should not stipulate that employees will be discharged only for cause or list explicit seasons for discharge in an employment handbook or in conversation with an applicant or an employee, (Moran, 2008, p. 153). Rather employers should state that employees may be discharged at any time for any reason. Shortly after the conclusion of the Civil War in 1865, the Thirteenth, Fourteenth, and Fifteenth Amendments to the U. S.
Constitution were adopted, (Moran, 2008, p. 171). The Thirteenth Amendment abolished slavery. The Fifteenth Amendment gave black men the right to vote. But, it was the Equal Protection Clause of the Fourteenth Amendment that laid the basis for equal rights in employment, (Moran, 2008, p. 71). The Equal Protection Clause basically states that “all people are entitled to equal United States, in Please v. Ferguson, interpreted this to mean that separate but equal facilities would satisfy the Fourteenth Amendment requirement, (Moran, 2008, p. 171).
Segregation persisted into the sass, but inroads began to be made in the mid-sass with the Brown v. Board of Education decision, which mandated integration in public schools, (Moran, 2008, p. 171). This decision had a reverberating effect throughout society. In 1964, Congress passed the Civil Rights Act to legislate integration in schools, housing, restaurants, transportation, shopping, and employment. Title VII of the Civil Rights Act speaks to employment, (Moran, 2008, p. 171). It prohibits discrimination because of religion, race, color, sex, and national origin, (Moran, 2008, p. 171).
There are two main types of discrimination: disparate impact, which is discrimination against a class of people, and disparate treatment, which is discrimination against an individual, (Moran, 2008, p. 171). The key to establishing an affirmative action plan is to obtain the commitment of management, Moran, 2008, p. 199). Once committed, management can emphasize its importance and lead by example. An assessment must be made of the number of women and minorities and their current status within the organization. This data will prove invaluable as a benchmark against which the program’s progress can be measured, (Moran, 2008, p. 99). Once the problem areas are identified, then recruitment and promotion issues must be addressed. A critical look at the current methods utilized must be taken, and a plan must be instituted to remedy its deficiencies. To bolster acquirement, notification should be sent to the placement office of schools with significant or exclusive women or minority populations. Women and minority organizations can also be advised of the need for prospective candidates. Advertisements in newspapers, magazines, radio, and television designed for women and minorities will enable a company to tap into that particular circle, (Moran, 2008, p. 99). Company tours for students and community groups are also beneficial. “Relying solely on referrals and traditional recruitment techniques will only reinforce discrimination,” (Moran, 2008, p. 199). Career counseling to direct women and minorities toward career paths and training programs to help them realize these accomplishments must be created or embellished. The fact that counseling and training programs exist is not sufficient. They must be made available or specifically developed with women and minorities in mind.
Job descriptions must also be perused for possible barriers against women and minorities, (Moran, 2008, p. 199). If found, the descriptive narration must be rethought. All requirements must be Job- related. Any that are not should be eliminated, especially unnecessary education or experience; otherwise, discrimination will continue. Testing should also be restricted to when it is absolutely necessary and its reality and Job-relatedness can be proved, (Moran, 2008, p. 199). The assignment of grade levels to Jobs must also be reviewed for bias in favor of men, (Moran, 2008, p. 199).
If discovered, such bias must be readjusted. Interviewers must be indoctrinated to no longer believe that women and minorities can perform only certain Jobs – those involving routine ministerial tasks, (Moran, 2008, p. 199). They must avoid asking women and minorities personal questions about marital status, other sources of income, number of children, criminal record, and other issues that are not Job-related and are not routinely asked of white and in-house rules and regulations must be redrafted to be gender-neutral, both in written communications and pictorials,” (Moran, 2008, p. 199). Sexual harassment is defined as (1) a sexual advance or request for sexual favor made by one employee to another that is unwelcome and not consented to; and (2) touching, Joking, commenting, or distributing material of a sexual nature that an employee has not consented to and finds offensive,” (Moran, 2008, p. 89). Although the court- appointed test for determining what constitutes sexual harassment is a reasonable person standard and what is reasonable may vary depending on the work environment, it is the purpose of this policy on sexual harassment to avoid litigation, not to win lawsuits.
Therefore, employees are forewarned that the use of certain terms may give rise to a woman’s filing a sexual harassment complaint and are therefore prohibited, (Moran, 2008, p. 289). If a complaint is filed with the company’s human resources department on any of these allegations, it will be investigated immediately, (Moran, 2008, p. 289). The investigation shall consist of questioning the complainant, alleged perpetrator, coworkers, superiors, and subordinates, (Moran, 2008, p. 89). If a determination is made that a valid complaint had been issued against an employee, that employee will be entitled to a hearing to which he or she may be assisted by outside counsel. If a conclusion is reached that the conduct complained of meets one of the aforementioned criteria, then the employee shall be dismissed forthwith, (Moran, 2008, p. 289). Furthermore, the victim will be afforded counseling services, if needed.
Every effort will be made by the company to aid the victimized employee in overcoming the emotional trauma of the unfortunate ordeal, (Moran, 2008, p. 289). Finally, the company will sponsor in-house workshops explaining this policy on sexual harassment, warning employees against engaging in it, and encouraging those affected by sexual harassment to come forward with the details of their encounter with it in order for the company to investigate and resolve the dilemma and service the needs of the victimized employee, (Moran, 2008, p. 289).
The Americans with Disabilities Act requires employers having 1 5 or more employees to refrain from administrating against any individual who has an impairment that limits major life activities, such as impairment to sight, speech, hearing, walking, and learning, (Moran, 2008, p. 389). Also included are people with cancer, heart conditions, AIDS, and disfigurement, as well as people recovering from substance abuse. The forerunner of the DAD was the Rehabilitation Act of 1 973. It prohibited disability discrimination in federal employment and with federal contractors.
The percentage of disabled workers who are unemployed is much greater than that of the general population, (Moran, 2008, p. 08). Public access and specific Job accommodations have gone a long way to aid the gainful employment of many of the disabled. Encouraging a change in the mind-set of employers remains a formidable task. Many employers view disabled applicants as inferior to others. They represent an additional worry employers do not need. However, with reasonable accommodation, many disabled employees have proven to work as effectively as other workers because their disability has been alleviated, (Moran, 2008, p. 08). They are operating on a level playing surface with the rest of the work population. Collective bargaining is the negotiation process undertaken by a union on behalf of a contract after the resolution of labor issues,” (Moran, 2008, p. 420). The contract, known as the collective bargaining agreement, is binding on all union members. The advantage of collective bargaining is that the union has greater bargaining strength than an individual employee would have in attempting to negotiate the best possible deal, (Moran, 2008, p. 420).
The Occupational Safety and Health Act of 1 970 (OSHA) was designed to set forth a standard that would provide for the safety and health of employees while on the Job, (Moran, 2008, p. 450). Employers are required to provide a place of employment free from occupational hazards. Employees are required to follow rules and regulations established to promote their safety and to use equipment designed to ensure their safety, (Moran, 2008, p. 450). Permanent standards are the standards originally introduced when OSHA was created as well as standards promulgated thereafter, (Moran, 2008, p. 452).
The latter are referred to as National Consensus Standards. When OSHA develops a new standard, it is published in the Federal Register, (Moran, 2008, p. 452). The public, especially employees, has 30 days to request a hearing. If requested, notice of a public hearing will be made. After the hearing, OSHA must publish the standard incorporating the changes, if any, and the date of its commencement, within 60 days. The Secretary of Labor must explain the need for the new standard, or else it will be null and void. He or she may delay the date of its commencement. In one case, a delay of 4 years was imposed.


The involvement of employees

The involvement of employees in the process of implementing the technology and brining in change is one of the crucial one because employees not only understand the processes well but also can lead to better implementation of technology because of their ability to under the processes in better way. Management of change has been one of the most challenging tasks for management because it not involves management of processes but individuals also. Unions being the part of the modern organizations often seem to resist the technological changes mainly due to skill obsolete created by technology.
The existing research focused on finding the employee relationship in relation to the technological change and how the unions, as institutional mechanism can interfere into such process of change based on their explicit mandate of collective bargaining in favor of employees. The issue of change has further been analyzed from the perspective of the social context for technology adaptation. However, one of the important aspects of such change is the fact that if such technological changes are brought in for making downsizing than the overall industrial environment of the organization may further worsen due to resistance to change from Union.
(Liker, Haddad, & Karlin, 1999). Liker, Haddad and Karlin is also of the view that the unions’s response also largely based on the level of participation into the technological implementation i. e. if the tehcnologica implimentation is done with larger degree of participation for the employees into the implementation process. Studies have also indicated that the trade liberalization coupled with adoption of labor saving technology can greatly increase the opposition of unions towards technological change. (Lommerud, Meland, & Straume, 2005).

Further, this resistence to technological change has been witnessed more in those countries which are technologically more advanced as compared to those countries which are lagging behing in technological innovation. Unions, in a bid to respond to such technological changes are also seems to take control of the new groups of strategic workers who come into due to technological changes therefore the actions and behaviors of unions can easily be catogerized into pre and post implementation technological change periods. (Deery, 1983).
Recent literature however also indicates the relationship between technology and the work is dependent on certain contingenet factors and as such the change process and its outcome are interliked with each other. (Liker, Haddad, & Karlin, 1999). Within this perspective, unions often tend to view technological change in more of a threat to job security of the employees rather than viewing the impact of that technology on the overall productivity of the organization. Recommendations and suggestions One of the most important steps in this regard is to improve upon the participation of the employees including the union members.
Though, there is no study which has basically focused on the reduction of collective bargaining power of Unions due to implementation of new technology however, still if the participation in increased, unions would have lesser moral ground to protest or resist to such change. Further, research has suggested that with the technology change, new groups of employees emerge therefore unions rather than resisting the change may focus on the new group of strategic works to at least retain their collective bargaining power despite the implementation of new and more robust technologies catering the future needs of the organizations.
1. Deery, S. (1983). The Impact of Technological Change on Union Structure. Journal of Industrial Relations, , 25 (4), 399-414. 2. Liker, J. K. , Haddad, C. J. , & Karlin, J. (1999). Perspectives on Technology and Work Organization. Annual Review of Sociology, , 25, 575-596. 3. Lommerud, K. E. , Meland, F. , & Straume, ,. O. (2005). Globalization and Union Opposition to Technological Change. Retrieved Feb 25, 2009, from http://ideas. repec. org: http://ideas. repec. org/p/cpr/ceprdp/4836. html


4 Ways to Not Stop Employees From Wasting Time

Let’s face the simple truth — employees are wasting time. Paychex’s of 2,000 employees found that some of the main reasons employees are wasting time is that they are easily distracted (19 percent), unsatisfied or bored with their work (almost 15 percent) and lack an incentive to work harder (11 percent).
How can companies combat the phenomenon of employees wasting time in an efficient and respectful way? Some of the most effective solutions are flex scheduling, recognition and an increase in the presence of managers. To put it simply, the best way to prevent employees from wasting time is transparency.

Here are some of the worst ways companies try to reduce wasted time and find more effective solutions.
1. The restrictive approach: blocking websites
Many employers resort to enforcing restrictions and start monitoring their staff. According to the Paychex survey, 31.9 percent of workers surveyed said their companies installed website blockers, and 10.3 percent of employers started an internet policy, but they said they found these methods to be ineffective at reducing the time being wasted.
These strict internet policies are failed attempts at keeping employees from slipping away to YouTube or analyzing their fantasy football projections. If employees can’t find their next distraction on their desktop, they can simply rely on their smartphones.
So, what’s next? Are companies going to start confiscating phones?
Instead of being restrictive, be proactive. Start an employee recognition program to reward high performers, and give workers incentives to refrain from wasting time. People thrive on rewards, so use fun perks as a motivational tool.
For example, offer an impromptu day off, donate to the winner’s favorite charity; print a customized t-shirt for the winner to publicly celebrate his or her achievements; or throw an office pizza party as a reward. These incentives can be as elaborate or as simple as the employer wants; no matter the size, rewards for employees are bound to motivate and inspire.
2. The overreaction approach: micromanaging tasks
When bosses see productivity suffer, some overreact and start to micromanage their staff. Nobody needs a nosy supervisor breathing down his or her neck; that just kills morale and hurts productivity.
Get your managers to be more hands-on by encouraging them to collaborate and motivate employees to be more accountable for their workload. Usually, when productivity suffers, the issue is far more complicated than just bad employees.
In fact, most employees want to succeed and grow. All that takes is some investment in better training. The from Intercall found that 48 percent of employees surveyed said they wanted training that was more customized to their position, and 47 percent said they wanted to be able to go through the material at their own pace.
Define employee roles clearly so employees know where they stand in the big picture and how their efforts impact the organization as a whole. Then customize training modules for each role, and give them the option to work at their own pace. This way, they’ll feel more accountable for their learning and be more engaged in how they are evolving.
3. An ineffective approach: allowing a casual dress code
Paychex’s survey also found that when companies change the dress code to be more casual, in an attempt to reduce wasted time, employees found the change ineffective. While such a change may align with a company’s casual culture, it has no impact on employees wasting time.
Instead, offer flexibility perks, like remote work, flextime and shared work. If employees work from home, they can determine their most productive time of the day. For instance, some people may work better earlier in the morning.
In general, flexible work arrangements put more emphasis on the employee. They are given strict deadlines, and management trusts them to complete their tasks on time. When employees know this, they take on a greater sense of ownership and personal accountability.
4. The restrictive approach 2: tracking time
Trying to keep track of employees’ time in the workday is restrictive and becomes a hassle, especially when they’re spending 15 minutes recording how they spent each minute of the day. Instead, start a dialogue.
Provide ongoing performance evaluations, and use performance analytics to keep employees aware of how they meet expectations. They will feel less inclined to waste time when they see how their performance has been suffering.
Also, engage employees by helping them prioritize their responsibilities. Gallup’s 2015 , which surveyed 27 million employees, found that among the participating employees who strongly felt their manager helped them set work priorities, 66 percent were engaged.
When employers set goals with their staff, they are more motivated to hit those goals and maintain a high level of performance.