Employee rights and employee responsibilities - Essay Example

1. Describe the six competitive challenges facing human resources management departments. Human Resource Management (HRM) Departments face six challenges. First, HRM must plan for organizations, jobs, and people. An organization's top management works with HR managers to seamlessly link resources to organizational strategies and objectives. A company's human resources is a vital, if not the most vital component of the organization, and this human resource pool must function in a way aligned to the organization's goals. Second, HRM must be able to get the required human resources into the organization. New employees need to be recruited, positions must be filled either through new recruits or by transferring or promotion from within the organization. In performing this function, the company through HRM must comply with employment laws, such as the equal opportunity law. Third, HRM should build employee performance. Employees must be trained either formally or informally on methods. They must be motivated to improve their performances through total quality management programs, self-management programs and other programs that enhance the quality of work. Fourth, HRM should reward employees for good performance. Employee appraisal systems should be developed and monitored. Fair and effective ways to reward good performance should be developed and implemented. Direct and indirect compensation programs must be put in place to form part of rewards. Fifth, HRM should oversee its human resources with health and safety programs, good employee relations, participation in collective bargaining with unionized employees, and control employee turnover such that valued employees are kept in the payroll. And sixth, HRM must manage resources at the multi-national or multicultural level. With increasing diversity in the workplace coupled with the globalization of businesses, HRM must be able to integrate HR practices that are applicable in different cultures and legal systems (Burnham, 2003). 2. What are some of the reasons why affirmative action remains controversial Affirmative action involves taking positive steps to increase the representation of women and minorities in areas of employment, education, and business from which they have been historically excluded (SEP, 2005). When affirmative action involves preferential treatment by basis of race, gender, religion or ethnicity, affirmative action generates controversy. While some experts believe that preferential treatment of women and other racial minorities sort of compensates for discrimination against them in the past, other experts believe that preferential treatment of minorities today, benefits individuals who have not experienced past wrongs while burdening individuals who were not responsible for past wrongs, thus tantamount to reverse discrimination. Another reason for the controversy is that the Civil Rights Act provides that no person shall be discriminated upon or denied employment on the basis of sex, race, religion or national origin, but it does not actually mandate affirmative action. And thus, the debate and controversy goes on, since various legal and administrative rules require affirmative action yet this is not grounded on the provisions of the constitution. 3. Compare and contrast three approaches to job analysis: (1) functional job analysis (FJA); (2) the position analysis questionnaire (PAQ); and (3) the critical incident technique (CIT). The functional job analysis (FJA) approach was developed by the U.S. Training and Employment Service. It utilizes an inventory of the various types of functions or work activities that can constitute any job. FJA assumes that each job involves performing certain functions related to data, people and things. The three categories are subdivided to form worker-function scales. The position analysis questionnaire approach (PAQ) is a quantifiable data collection method covering 194 different worker-oriented tasks. Using a five-point scale, the PAQ seeks to determine the degree, if any, to which the different tasks, or job elements, are involved in performing a particular job. The elements are grouped into the six divisions - information input, mental processes, worker output, relationships with other persons, job context and other job characteristics. The critical incident technique approach seeks to identify critical job tasks, important duties and job responsibilities performed by the jobholder that lead to job success. Information about critical job tasks can be collected through interviews with employees or managers or through self-report statements written by employees (Indiana, n.d.). The end result of the FJA is a quantitatively evaluated job, which can be easily used to describe the content of jobs and to assist in writing job descriptions and specifications. The results of the PAQ are also quantitative and can be subjected to statistical analysis. Moreover, PAQ allows for dimensions of behavior to be compared across a number of jobs and permits jobs to be grouped on the basis of common characteristics. The final product of CIT is a written document of task statements that are clear, complete, and easily understood by those unfamiliar with the job. CIT focuses on employee behaviors critical to job success. Each approach has its own peculiarities and specific objectives. A comprehensive job analysis would use a combination of the three approaches. 4. Describe the three key elements of the HRP model. The three key elements of the Human Resource Planning model are the (1) right people; for the (2) right jobs; at the (3) right time. Human resource planning requires that human resource decisions are based on a long-term strategic plan. It must address staffing needs with the assurance that human resources are aligned with the organization's goals and priorities. Included in the planning process must be an understanding how organizational functions will change over time and how changes in functions will affect job requirements. It also requires an understanding of how the workforce is changing in terms of demographics, skills, interests, and performance; how well the current workforce is prepared for future job requirements; developing strategies to address staffing needs in terms of the inadequacies of the current workforce such as through recruitment, retention or training (CPS, 2005). 5. Compare and contrast the following four interview approaches: (1) nondirective interview; (2) structured interview; (3) situational interview; and (4) behavioral description interview. The nondirective interview is an unstructured interview approached, meaning that it has no set format. The interviewer can pursue whatever points of interest happen to come up, much like an ordinary conversation. Although good and interesting insights about the interview can be gleaned by the interviewer, unstructured interviews have moderate to low correlation with future job performance. The structured interview, in contrast, requires the interviewer to establish a sequence of questions in advance, usually job-focused, and the interviewee's responses can be rated based on appropriateness. In the situational approach, the interviewee is asked about his/her behavior in hypothetical job-related situations. In the behavioral description approach, the interview is asked to describe his/her behavior in actual past situations (Straightdope, 2003). A good practice by most interviewers is to combine all four approaches to maximize information gathering from the interview. The interviewer can start with a series of unstructured questions to put the interviewee at ease, then proceed with job-focused structured questions. 6. What should managers do to avoid the pitfalls of substandard diversity training According to Conrad (2008), there are several approaches to developing and delivering effective diversity training but the first step for individuals responsible for the training should be to avoid the eight most common pitfalls. First pitfall is too little focus on the impact of emotions. Emotions shape perspective and distort the ability to analyze information accurately. Therefore, the role of emotions should be considered in recognizing and understanding cultural differences. Second pitfall is failure to engage white males. Some diversity trainers have presented diversity as other than white and male, when in fact civil rights laws address race and gender. Third pitfall is lack of a compelling business case. In the same way that nothing in business can be exactly guaranteed, diversity training does not always guarantee business results. But the ability to understand and react to an increasingly diverse customer base is important to building a strong organization in face of diversity. The fourth pitfall is compliance driven. Managers may be implementing diversity training only because they have been compelled to do so, without a clear focus on the objectives of such a program. Fifth pitfall is too much focus on helping whites understand the challenges of others. Diversity training must be a program for understanding and embracing diversity in general, whether inter-cultural or intra-cultural. Sixth pitfall is lack of engagement from all levels of management. For any strategic initiative to work in any organization, senior level commitment must be present. Seventh pitfall is reactive, not proactive. Usually, diversity training is conducted after an organization meets with a problem concerning it. Having a reactive training program and slow implementation of things taught prevents reaching the ultimate goal. And eighth pitfall is failure to make difficult decisions. Organizations which implement diversity training programs must be prepared to implement new policies and practices that embrace diversity in the workplace. The training would be ineffective if after coming out of the program, employees find out that nothing has changed in the way the organization treats its diverse workforce and environment. 7. Describe and explain the tools and techniques that are available to enable employees to gauge their potential for success in a career path. Career paths have evolved from rising up the corporate ladder to broadening the landscape in search of job enrichment and satisfaction. Individuals may no longer plan to spend their entire working life in a single organization, rather on maximizing career potential. According to Kutilek et al (2002), there is a systems approach to maximizing career potential and organizational success. During the entry stage of one's career, the individual can use peer mentoring, professional support teams, leadership coaching, and job training/ orientation to understand the organization, structure and culture; obtaining essential skills for the job; and establishing linkages with internal partners. During the colleague stage, wherein which the employee has developed professional knowledge in an expertise area, he/she can use in-service education through specialization funds or involvement in professional associations; formal educational training; and service on committees or special assignments to become an independent contributor in problem resolution; and gain membership and identity in professional community. During the counselor or advisor stage, he/she can use life and career renewal retreats; mentor and trainer agent roles; assessment centers for leadership; and organizational sounding boards to acquire broad-based expertise; attain leadership positions; and achieve a position of influence and stimulating thought in others. 8. Explain the four basic considerations for establishing performance standards. Performance standards describe the conditions that must exist before the performance can be rated satisfactory. There are four basic considerations for establishing performance standards. First, it should be realistic and attainable by any qualified, competent, and fully trained person who has the authority and resources to achieve the desired result. Second, it should describe the conditions that exist when performance meets expectations. Third, it should be expressed in terms of quantity, quality, time, cost, effect, manner of performance, or method of doing. And fourth, it should be measurable, with the method of gathering performance data and measuring performance against standards clearly specified (UCSF, n.d.). Performance standards should be expressed in terms of quantity or how much work must be completed within a certain period of time; quality or how well the work must be accomplished in terms of accuracy, precision, appearance, or effectiveness; timeliness or according to a deadline or timeframe; effective use of resources or assessment in terms of money saved or waste reduced; and effects of effort or achievement of ultimate goals such as zero-accident or 100% no downtime; manner of performance or how an individual's personal behavior affects performance. References Burnham, R. (2003). Introduction to human resource management. Retrieved 4 December 2008, from http://rds.yahoo.com/_ylt=A0oGklDoQjdJaQQA92hXNyoA;_ylu=X3oDMTByZ3RtN3J1BHNlYwNzcgRwb3MDMgRjb2xvA3NrMQR2dGlkAw--/SIG=12ab9nbqp/EXP=1228444776/**http%3a//www.burnhamsystem.com/pdfs/samples/4044eo01.pdf Conrad, J. (2008). How to avoid the most common pitfalls of diversity training. Corporate & Incentive Travel November-2008. Retrieved 4 December 2008, from http://www.themeetingmagazines.com/index/Default.aspxtabid=1005 CPS Human Resource Services. (2005). Workforce planning model. Retrieved 4 December 2008, from http://www.dpa.ca.gov/general/publications/manuals/WF_planning/index.cfmb=all Indiana.edu. (n.d.). Job requirements and recruitment. Retrieved 4 December 2008, from http://www.indiana.edu/busx420/Book-Excerpts/chap03.doc Kutilek, l,. Gunderson, G., & Conklin, N. (2002). A systems approach: Maximizing individual career potential and organizational success. Journal of Extension April 2002 Volume 40 Number 2. Retrieved 4 December 2008, from http://www.joe.org/joe/2002april/a1.html Stanford Encyclopedia of Philosophy. (2005). Affirmative action. Retrieved 4 December 2008, from http://plato.stanford.edu/entries/affirmative-action/ Straightdope. (2003). Does "behavioral interviewing" of job candidates really work Retrieved 4 December 2008, from http://www.straightdope.com/columns/read/2109/does-behavioral-interviewing-of-job-candidates-really-work UCSF Human Resources. (n.d.). Performance management. Retrieved 4 December 2008, from http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-7-performance-management/ Read More