Human Resource Management Analysis Paper & PPT

Question Description

The Presentation and the Paper follow the paper I attached, regarding Mc Donald’s.

PRESENTATION:

This presentation will be 8-10 minutes, in PPT (Length up to you) and focus on:

Chapter 7: training and development

Chapter 8: performance management

Chapter 9: compensation

Chapter 10: pay for performance

You will need to pay attention to the Rubric and make a Formal and Speaking outline

PAPER:

Your assignment is to write a 6-8 page (minimum) research paper analyzing the HRM concepts, policies, practices and procedures we learn in this class for the organization you chose last time. The page count does NOT include the title page and reference page. Late papers will not be accepted.

This paper will focus on:

Chapter 11: benefits

Chapter 12: health and safety

Chapter 13: employee rights and discipline

Chapter 14: labor relations

Chapter 15: IHRM

This assignment should include at least 6-8 pages of double-spaced content in 12-point Times New Roman font, summarizing your key learnings in class and how they are relevant in your industry or career path.Written assignments require application of content from the textbook and any other learning materials provided in the course, as well as your own independent research (especially around industry-specific aspects of the assignment).

The papers require research from course materials and at least seven (7) independent scholarly sources that you find separate from course materials. You must use APA-formatted in-text citations and References to indicate the source of any ideas you apply from other authors.

All written assignments in this course follow the Level Grading Rubric for Written Communications, which is listed below. Your grade will be determined by the ratings you earn on each line of the rubric, so please pay close attention to the descriptions of each item.. part. Learning Outcome — Discuss the scope of training and development and its strategic aspects — Describe how a training needs assessment should be done — Describe the factors that must be taken into account when designing a training program — Identify the types of training-delivery methods organizations use — Explain how the effectiveness of training programs are evaluated, and describe some of the additional training programs conducted by firms Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 2 The Scope of Training — Training — Effort initiated by an organization to foster learning among its members — Narrowly focused and oriented toward short-term performance concerns — Development — Effort that is oriented more toward broadening an individual’s skills for the future responsibilities Copyright ©2016 Cengage Learning. All Rights Reserved.

May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 3 A Strategic Approach to Training — Chief learning officer: High ranking manager responsible for fostering employee learning and development within the firm — Four phases — Needs assessment based on the firm’s competitive objectives — Program design — Implementation — Evaluation Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 4 Figure 7.1 – Strategic Model of Training Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Phase 1: Conducting the Needs Assessment Organization analysis • Examination of the environment, strategies, and resources the firm faces so as to determine what training it should emphasize Task analysis • Process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job

• Competency assessment: Analysis of the sets of skills and knowledge needed for decision oriented and for knowledge-oriented jobs Person analysis • Determination of the specific individuals who need training Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Phase 2: Designing the Training Program — Issues to be focused on — Training’s instructional objectives — Readiness of trainees and their motivation — Principles of learning — Characteristics of instructors Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 7 Developing Instructional Objectives — Information collected through needs assessment, can help state the desired outcomes of training through written instructional objectives — Instructional objectives:

Desired outcomes of a training program — — Describe skills or knowledge to be acquired and attitudes to be changed Are performance centered Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8 Assessing the Readiness and Motivation of Trainees — Preconditions for learning that affect success — Trainee readiness — — Whether or not the experience and knowledge of trainees have made them ready to absorb the training Trainee motivation — Organization needs to help employees understand the link between the effort they put into training and the payoff Copyright ©2016 Cengage Learning.

All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 9 Incorporating the Principles of Learning — Goal setting — Description of the training program, its objectives, and learning points — Meaningfulness of presentation — Use of simple and understandable terminology during training — Modeling — Increases salience of behavioral training Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10 Incorporating the Principles of Learning — Individual learning differences — Hands on activities and breaking large groups to smaller groups can help trainers accommodate different learning styles — Active practice and repetition — Trainees should be given opportunities to practice their job tasks that they will need to perform — Whole-versus-part learning — Self-paced learning – Tasks can be broken down into parts that lend themselves into further analysis Copyright ©2016 Cengage Learning. All Rights Reserved.

May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 11 Incorporating the Principles of Learning — Massed-versus-distributed learning — Distributed learning – Spacing out training will result in faster learning and longer retention — Learning curve can be used to track an individual’s progress — Plateau – Learning situation when progress does not occur Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 12 Figure 7.4 – A Typical Learning Curve Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 13 Incorporating the Principles of Learning — Feedback and reinforcement — Help individuals assess their strengths and weaknesses — Behavior modification: Operates on the principle that behavior that is rewarded will be exhibited more frequently — Spot rewards: Programs that award employees on the spot when they do something particularly well during training or on the job Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 14 Characteristics of Successful Instructors — Knowledge of the subject — Enthusiasm — Sincerity — Interest in trainees — Sense of humor — Ability to communicate clearly — Willingness to provide individual assistance Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

15 Figure 7.5 – Learning Outcomes Differ by Training Method Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 16 Figure 7.6 – Training Delivery Methods Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

17 Training Methods — On-the-job training (OJT) — Method by which employees are given hands-on experience with instructions from their supervisor or other trainer — Apprenticeship training — System in which a worker entering the skilled trades is given thorough instruction and experience in the practical and theoretical aspects of the work Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 18 Figure 7.7 – The PROPER Way to Do On-the-Job Training Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 19 Training Methods — Special assignments — Involve assigning trainees who are often but not always on managerial tracks, to different jobs in different areas of a firm — Cooperative training, internships & governmental training — Programs combine practical on-the-job experience with formal classes Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 20

Training Methods — Simulation — Emphasizes realism in equipment and its operation at minimum cost and maximum safety — Used when it is either impractical to train employees on the actual equipment used on the job Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 21 Training Methods — E-learning — Learning that takes place via web and computer-based training (CBT) — Learning management systems (LMS): Online system that provides a variety of assessment, communication, teaching, and learning opportunities — Just in time training: Delivered to trainees when and where they need it to do their jobs, via computer or the Internet Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 22 Training Methods — Behavior modeling — Approach that demonstrates desired behavior and gives trainees the chance to practice and role-play those behaviors and receive feedback — Components — — — — Learning points Model Practice and role play Feedback and reinforcement Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in

part. 23 Training Methods — Role playing — Involves playing the roles of others, often a supervisor and a subordinate who are facing a particular problem — Coaching — Involves a continuing flow of instructions, comments, and suggestions from the manager to a subordinate — Seminars and conferences — Useful for bringing groups of people together for training and development Copyright ©2016 Cengage Learning. All Rights Reserved.

May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 24 Training Methods — Blended learning — Use of multiple training methods to achieve optimal learning on the part of trainees — Classroom instruction — Aids in motivating employees and decrease absenteeism Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 25 Figure 7.8 – Case Studies Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 26 Figure 7.9 – Criteria for Evaluating Training Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 27 Basic Criterion for Evaluating — Reactions — Simplest approaches to evaluating a training program is to assess participants’ reactions to it — Learning — Testing the knowledge and skills of trainees before and after a training program will help determine their improvement Copyright ©2016 Cengage Learning. All Rights Reserved.

May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 28 Basic Criterion for Evaluating — Behavior — Transfer of training: Effective application of principles learned to what is required on the job — Maximize transfer of training — — — — Feature identical elements Focus on general principles Establish a climate for transfer Give employees transfer strategies Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 29 Basic Criterion for Evaluating — Results or Return on investment (ROI) — Benefits the company derives from training relative to what it costs — Benchmarking: Process of measuring one’s own services and practices against the recognized leaders in order to identify areas for improvement — ROI = Benefits of training ÷ Training costs Copyright ©2016 Cengage Learning. All Rights Reserved.

May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 30 Additional Training and Development Programs — Orientation : Formal process of familiarizing new employees with — Organization — Jobs — Work units — Onboarding: Process of systematically socializing new employees to help them get on board with an organization Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 31 Additional Training and Development Programs — Basic skills training — Remedial training for adults is a full-blown educational industry — Team training and cross training — Cross training: Process of training employees to do multiple jobs within an organization — Advantages — Gives firms flexible capacity — Keeps workers interested and motivated Copyright ©2016 Cengage Learning. All Rights Reserved.

May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 32 Figure 7.10 – Team Training Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 33 Additional Training and Development Programs — Ethics training came up due to violations such as: — Harassment — Health and safety — Wage-and-hour violations — Chief ethics officer: High-ranking manager directly responsible for fostering the ethical climate within the firm — Diversity training was designed in response to: — Increase in globalization — Awareness of the varied demographics of the workforce Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 34 Additional Training and Development Programs Challenges of affirmative action — Dynamics of stereotyping — Changing values of the workforce — Potential competitive payoffs from bringing different people together for a common purpose — — Types — Awareness building — Training to prevent discrimination — Skill building Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 35 Copyright Copyright©2016 ©2016Cengage CengageLearning. Learning. All AllRights RightsReserved.

May Maynot notbebescanned, scanned,copied copiedororduplicated, duplicated,ororposted postedtotoa publicly a publiclyaccessible accessiblewebsite, website,ininwhole wholeororininpart. part. Learning Outcomes — Explain what performance management is and how the establishment of goals, ongoing performance feedback, and the evaluation process are part of it — Describe the different sources of performancemanagement information Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 2 Learning Outcomes — Explain the various methods used to evaluate the performance of employees — Outline the characteristics of an effective performance evaluation meetings and feedback sessions and ways in which the performance of employees can be improved Copyright ©2016 Cengage Learning. All Rights Reserved.

May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 3 Performance Management Systems — Performance management: Process of creating a work environment in which people can perform to the best of the abilities — Performance evaluations: Result of an annual or biannual process in which a manager evaluates an employee’s performance — Uses the information to show the person where improvements are needed and why Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 4 Figure 8.1 – Steps in the Performance Management Process Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 5 Figure 8.2 – Purposes of a Performance Evaluation Copyright ©2016 Cengage Learning. All Rights Reserved.

May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 6 Figure 8.3 – Reasons of Why Performance Evaluations Can Fail Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 7 Developing an Effective Performance Management System — Primary responsibility – Overseeing and coordinating its performance management system — Employees are to accept and be satisfied with a performance management system when they have the chance to participate in its development — Experienced employees are asked to help identify important job behaviors — Helps ensure that the system takes into account the tasks that need to be done in an organization Copyright ©2016 Cengage Learning. All Rights Reserved.

May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8 Performance Standards — Based on job-related requirements derived from a job analysis and reflected in an employee’s job description and job specifications — Realistic and specific performance standards that are measurable and written down communicate precise information to employees Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 9 Figure 8.4 – Establishing Performance Standards Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10 Performance Standards Characteristics Strategic relevance • Individual standards directly relate to strategic goals Criterion deficiency • Standards capture all of an individual’s contributions Criterion contamination • Performance capability is not reduced by external factors Reliability • Standards are quantifiable, measurable, and stable

• Calibration: Process whereby managers meet to discuss the performance of individual employees to ensure their employee appraisals are in line with one another Fairness and acceptability Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 11 Legal Guidelines for Evaluations — Performance ratings must be job-related — Employees must be given a written copy of their job standards in advance of evaluations — Managers who conduct the evaluation must be able to observe the behavior they are rating — Do not allow performance problems to continue unchecked — Supervisors must be trained to use the evaluation form correctly Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 12 Legal Guidelines for Evaluations — Firm’s HR department should review the evaluations to see if minority groups are…


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