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Chapter5 Experiential exercise 1. Contact the HR manager at a firm in your area and find out whether the firm uses any of the following: (a) skills/management inventories(b) replacement charts or summaries, and (c) a succession plan. Prepare a brief summary of the information gathered. Once you have completed these tasks, form a group with several of your classmates. Share your findings with the group members. Were there similarities across firms? Did company size seem to make a difference in terms of strategies used for forecasting the supply of internal candidates? Can you identify any other factors that seem to play a role in the choice of forecasting techniques used? 2. This assignment requires working in teams of five or six. Half of each team is to assume the role of management at a firm that is about to undergo major downsizing. The other half of each team is to assume the role of employees-some who will be affected and others who will remain. Each management team is paired with an employee team and must prepare and role-play a realistic meeting of the two parties. Managers should work toward minimizing the negative impact on those who will be affected as well as on those who will remain. Individuals in employee roles should envision what their thoughts and feelings would be (if they have never actually been in this situation, that is) and to portray them as realistically as possible 3. Form teams of three or four people. Your instructor will assign you a position on the following statement: “All employees in an organization should be aware of their personal standing with respect to replacement charts and succession planning.” Formulate your arguments to support your assigned position and then debate the statement with an opposing team, as instructed. 4. With a partner, research “survivor syndrome “and what specific companies have done to successfully mitigate this response and regain full employee commitment. Prepare a brief (two to three minute, maximum) oral presentation to share what you have learned. Chapter7 Experiential exercises 1. Design a semi-structured interview questionnaire for a position with which you are extremely familiar, basing the candidate-specific questions on your own resume. Ensure that behavioral, situational, job-knowledge, and worker-requirements questions are included. Once you have done so, select a partner. Role-play two selection interviews-one based on your questionnaire and the other based on your partner’s questionnaire. The individual who wrote the questions is to play the role of interviewee, with his or her partner serving as the interviewer. Do order, take effective notes, and bring the inter-view to a close. Once you have completed the two role-plays, critically evaluate each interview questionnaire. 2. Create an offer of employment for a successful customer service representative at a call center, outlining the terms and conditions of employment. Keep in mind that a copy of the letter should be signed and returned by the new hire and that a signed letter of offer becomes an employment contract. 3. Using the NOC job description and the competency job analysis you created earlier in the course for either a university or college professor, Develop two situational and two behavioral interview questions along with an outline of a “good” answer for each that you expect from the interviewees. Share and critique both questions and answers. Discuss how taking the time to complete this activity can help in candidate selection. Chapter8 Experiential Exercises 1. Obtain a copy of an employee handbook from your employer or from some other organization. Review it and make recommendations for improvement. 2. Working individually or in groups, follows the steps in Figure 8.1 and prepares training pro-gram for a job that you currently hold or have had in the past. 3. In small groups of four to six students, complete the following exercise: WestJet has asked you to quickly develop the outline of a training program for its new reservation clerks. Airline reservation clerks obviously need numerous skills to perform their jobs. (You may want to start by listing the job’s main duties, using the information provided below.)Produce the requested training outline, making sure to be very specific about what you want to teach the new clerks and what methods and aids you suggest using to train them. Duties of Airline Reservation Clerks: Customers contact airline reservation clerks to obtain flight schedules, prices, and itineraries. The reservation clerks look up the requested information on the airline’s flight schedule systems, which are updated continuously. The reservation clerk must deal courteously and expeditiously with the customer and be able to quickly find alternative flight arrangements to provide the customer with the itinerary that fits his or her needs. Alternative flights and prices must be found quickly so that the customer is not kept waiting and so that the reservation operations group maintains its efficiency standards. It is often necessary to look under various routings, since there may be a dozen or more alternative routes between the customer’s starting point and destination. 4. Working in groups of four to six students, complete the following exercise: Determine who in your group knows how to make paper objects such as cranes, boxes, balloons, ninja darts, fortunes, boats, and so on. Select one person who is willing to be a subject matter expert (SME) to assist your group in developing an on-the-job training program to make one product. Using the expertise of your SME, develop, document (refer to the sample job instruction template earlier in the chapter), and validate a training plan to make the chosen product. Modify the documented plan as required after your pilot. Ensure that everyone in your group has a copy of the plan and can reliably make the product to standards. Once this is accomplished, each group member will pair up with a member of another group that made a different product. Each person in the resulting pairs will train his or her partner on how to make the products using the training plan and sample him or her created. Debrief the exercise as instructed. Chapter 10 Critical Thinking 1. Assume you are presenting to an upper-year group of business students and one student asks the question, “Which performance appraisal system is the best?” How would you respond to that question? 2. How can the problem of inconsistency between managers who are rating workers be solved or at least diminished? Make two or more suggestions. 3. Given the difficulty with providing traditional performance standards for jobs that are quite flexible, what sort of “standards” could be developed for these flexible jobs? 4. Some HR professionals avoid using BARS given that it is so time-consuming to develop. How could the development steps be streamlined? 5. Do you agree with the use of forced distribution methods to rate employees? Why or why not; 6. How might a supervisor handle a situation in which negative appraisals in the past have caused an employee to undervalue his or her performance? 7. Discuss how employees might respond to the proposed implementation of electronic performance management systems, such as call monitoring, and so on. How might an organization deal with employees’ reactions? 8. How might a supervisor deal with an extremely defensive yet productive member of his or “her team in the event of having to deliver the “improvement portion” of the employee’s performance appraisal? What techniques would the supervisor need to use to maximize the efficacy of the appraisal and reduce the defensibility of the employee? Chapter 12 Critical Thinking 2. Is it ethical for companies to offer incentive bonuses only to top managers? Why or why not? What’aare,,the,pros and cons of making such bonuses available to all employees who meet performance criteria? Chapter 11 Critical Think 1. Do you think that transactional or relational rewards have more impact on overall organizational performance? 2. Why do companies pay for compensation surveys where job matching may be difficult rather than conducting their own surveys? 3. It was recently reported in the news that the base pay for Canadian bank CEOs range in the millions of dollars, and the pay for the governor of the Bank of Canada is less than half of that of the lowest paid bank CEO. How do your account for this difference? Should anything be done about this? Why or why not? 4. Do you agree with paying people for competencies and skills that they are rarely required to use on the job? 5. What are some of the potential reasons that gender-based pay discrimination is so hard to eradicate? 6. Why do you think there is such a discrepancy between the pay rates of executives and employees? Is this fair? Why or why not? Chapter 13 Critical Thinking 1. You are applying for a job as a manager and are at the point of negotiating salary and benefits.What questions would you ask your prospective employer concerning benefits? Describe the benefits package that you would try to negotiate for yourself. Chapter 14 Critical Thinking 4 You notice that one of your employeesconsistently comes in to work on Monday morning nursing a hangover. For most of the morning, shet appears distant and reclusive. Do you approach her to discuss the situation, or do you feel that is an invasion of privacy? Chapter 15 Critical Thinking 1. Should a company consider providing termination packages to employees who have ongoing disciplinary problems rather than taking the time and effort to go through the progressive discipline process? Chapter 16 Critical Thinking 5. As the HR manager, how would you handle a situation in which a supervisor has knowingly violated the collective agreement when scheduling overtime? Chapter 17 Critical Thinking 1. You are president of a small business. In what ways do you expect that being involved in international business activity will affect HRM in your busines

Chapter5
Experiential exercise

1. Contact the HR manager at a firm in your area and find out whether the firm uses any of the following: (a) skills/management inventories(b) replacement charts or summaries, and (c) a succession plan. Prepare a brief summary of the information gathered. Once you have completed these tasks, form a group with several of your classmates. Share your findings with the group members. Were there similarities across firms? Did company size seem to make a difference in terms of strategies used for forecasting the supply of internal candidates? Can you identify any other factors that seem to play a role in the choice of forecasting techniques used?

2. This assignment requires working in teams of five or six. Half of each team is to assume the role of management at a firm that is about to undergo major downsizing. The other half of each team is to assume the role of employees-some who will be affected and others who will remain. Each management team is paired with an employee team and must prepare and role-play a realistic meeting of the two parties. Managers should work toward minimizing the negative impact on those who will be affected as well as on those who will remain. Individuals in employee roles should envision what their thoughts and feelings would be (if they have never actually been in this situation, that is) and to portray them as realistically as possible

3. Form teams of three or four people. Your instructor will assign you a position on the following statement: “All employees in an organization should be aware of their personal standing with respect to replacement charts and succession planning.” Formulate your arguments to support your assigned position and then debate the statement with an opposing team, as instructed.

4. With a partner, research “survivor syndrome “and what specific companies have done to successfully mitigate this response and regain full employee commitment. Prepare a brief (two to three minute, maximum) oral presentation to share what you have learned.

Chapter7
Experiential exercises
1. Design a semi-structured interview questionnaire for a position with which you are extremely familiar, basing the candidate-specific questions on your own resume. Ensure that behavioral, situational, job-knowledge, and worker-requirements questions are included. Once you have done so, select a partner. Role-play two selection interviews-one based on your questionnaire and the other based on your partner’s questionnaire. The individual who wrote the questions is to play the role of interviewee, with his or her partner serving as the interviewer. Do order, take effective notes, and bring the inter-view to a close. Once you have completed the two role-plays, critically evaluate each interview questionnaire.

2. Create an offer of employment for a successful customer service representative at a call center, outlining the terms and conditions of employment. Keep in mind that a copy of the letter should be signed and returned by the new hire and that a signed letter of offer becomes an employment contract.

3. Using the NOC job description and the competency job analysis you created earlier in the course for either a university or college professor, Develop two situational and two behavioral interview questions along with an outline of a “good” answer for each that you expect from the interviewees. Share and critique both questions and answers. Discuss how taking the time to complete this activity can help in candidate selection.

Chapter8
Experiential Exercises
1. Obtain a copy of an employee handbook from your employer or from some other organization. Review it and make recommendations for improvement.

2. Working individually or in groups, follows the steps in Figure 8.1 and prepares training pro-gram for a job that you currently hold or have had in the past.

3. In small groups of four to six students, complete the following exercise:
WestJet has asked you to quickly develop the outline of a training program for its new reservation clerks. Airline reservation clerks obviously need numerous skills to perform their jobs. (You may want to start by listing the job’s main duties, using the information provided below.)Produce the requested training outline, making sure to be very specific about what you want to teach the new clerks and what methods and aids you suggest using to train them.
Duties of Airline Reservation Clerks:
Customers contact airline reservation clerks to obtain flight schedules, prices, and itineraries. The reservation clerks look up the requested information on the airline’s flight schedule systems, which are updated continuously. The reservation clerk must deal courteously and expeditiously with the customer and be able to quickly find alternative flight arrangements to provide the customer with the itinerary that fits his or her needs. Alternative flights and prices must be found quickly so that the customer is not kept waiting and so that the reservation operations group maintains its efficiency standards. It is often necessary to look under various routings, since there may be a dozen or more alternative routes between the customer’s starting point and destination.

4. Working in groups of four to six students, complete the following exercise: Determine who in your group knows how to make paper objects such as cranes, boxes, balloons, ninja darts, fortunes, boats, and so on. Select one person who is willing to be a subject matter expert (SME) to assist your group in developing an on-the-job training program to make one product.
Using the expertise of your SME, develop, document (refer to the sample job instruction template earlier in the chapter), and validate a training plan to make the chosen product. Modify the documented plan as required after your pilot. Ensure that everyone in your group has a copy of the plan and can reliably make the product to standards. Once this is accomplished, each group member will pair up with a member of another group that made a different product. Each person in the resulting pairs will train his or her partner on how to make the products using the training plan and sample him or her created.
Debrief the exercise as instructed.

Chapter 10
Critical Thinking
1. Assume you are presenting to an upper-year group of business students and one student asks the question, “Which performance appraisal system is the best?” How would you respond to that question?

2. How can the problem of inconsistency between managers who are rating workers be solved or at least diminished? Make two or more suggestions.

3. Given the difficulty with providing traditional performance standards for jobs that are quite flexible, what sort of “standards” could be developed for these flexible jobs?

4. Some HR professionals avoid using BARS given that it is so time-consuming to develop. How could the development steps be streamlined?

5. Do you agree with the use of forced distribution methods to rate employees? Why or why not;

6. How might a supervisor handle a situation in which negative appraisals in the past have caused an employee to undervalue his or her performance?

7. Discuss how employees might respond to the proposed implementation of electronic performance management systems, such as call monitoring, and so on. How might an organization deal with employees’ reactions?

8. How might a supervisor deal with an extremely defensive yet productive member of his or “her team in the event of having to deliver the “improvement portion” of the employee’s performance appraisal? What techniques would the supervisor need to use to maximize the efficacy of the appraisal and reduce the defensibility of the employee?

Chapter 12
Critical Thinking
2. Is it ethical for companies to offer incentive bonuses only to top managers? Why or why not? What’aare,,the,pros and cons of making such bonuses available to all employees who meet performance criteria?

Chapter 11
Critical Think
1. Do you think that transactional or relational rewards have more impact on overall organizational performance?

2. Why do companies pay for compensation surveys where job matching may be difficult rather than conducting their own surveys?

3. It was recently reported in the news that the base pay for Canadian bank CEOs range in the millions of dollars, and the pay for the governor of the Bank of Canada is less than half of that of the lowest paid bank CEO. How do your account for this difference? Should anything be done about this? Why or why not?

4. Do you agree with paying people for competencies and skills that they are rarely required to use on the job?

5. What are some of the potential reasons that gender-based pay discrimination is so hard to eradicate?

6. Why do you think there is such a discrepancy between the pay rates of executives and employees? Is this fair? Why or why not?

Chapter 13
Critical Thinking
1. You are applying for a job as a manager and are at the point of negotiating salary and benefits.What questions would you ask your prospective employer concerning benefits? Describe the benefits package that you would try to negotiate for yourself.

Chapter 14
Critical Thinking
4 You notice that one of your employeesconsistently comes in to work on Monday morning nursing a hangover. For most of the morning, shet appears distant and reclusive. Do you approach her to discuss the situation, or do you feel that is an invasion of privacy?

Chapter 15
Critical Thinking
1. Should a company consider providing termination packages to employees who have ongoing disciplinary problems rather than taking the time and effort to go through the progressive discipline process?

Chapter 16
Critical Thinking
5. As the HR manager, how would you handle a situation in which a supervisor has knowingly violated the collective agreement when scheduling overtime?

Chapter 17
Critical Thinking
1. You are president of a small business. In what ways do you expect that being involved in international business activity will affect HRM in your busines

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