MHR exam 3

organization

a system of consciously coordinated activities or forces of 2 or more persons

stereotype

an individual's set of beliefs about the characteristics or attributes of a group

open system

depends on constant interaction w/ the environment for survival

disparate treatment

differing treatment of individuals where the differences are based on the individuals' race, color, religion, sex, national origin, age, or disability status

staff personnel

do background research and provide technical advice and recommendations to their line managers

discrimination

occurs when employment decisions about an individual are due to reasons not associated w/ performance or are not related to the job

contingency approach to organization design

organizations tend to be more effective when they are structured to fit the demands of the situation

compensatory model

process of arriving at a selection decision in which a very high score on one type of assessment can make up for a low score on another

benchmarking

the overall process by which a co. compares its performance w/ that of other co., then learns how the strongest performing co. achieve their results

downsizing

the planned elimination of large numbers of personnel w/ the goal of enhancing the organization's competitiveness

nepotism

the practice of hiring relatives

job posting

the process of communicating info about a job vacancy on co. bulletin boards, in employee publications, on corporate intranets, and anywhere else the organization communicates w/ employees

proactive personality

someone who is relatively unconstrained by situational forces and who effects environmental change identify opportunities and act on the, show initiative, take action, and persevere until meaningful change occurs

unity of command principle

specifies that each employee should report to only one manager

encounter phase

employees come to learn what the organization is really like

employment at will

employment principle that if there is no specific employment contract saying otherwise, the employer or employee may end an employment relationship at any time, regardless of cause

managing diversity

enables people to perform up to their maximum potential

immigration reform and contract act of 1986

federal law requiring employers to verify and maintain records on applicants' legal rights to work in the U.S.

organic organizations

flexible networks of multitalented individuals who perform a variety of tasks

behavioral component

how one intends or expects to act toward someone or something

selection system

is the collection of tools, processes, etc. used by an organization to make selection decisions, both internal and external.  It can include a variety of tools and processes (e.g., traditional interviewing, testing, simulations, etc.) It needs to be carefully developed to adhere to established legal standards These legal standards can vary from country to country, which can be problematic for global organizations Selection systems should be integrated into the traditional performance management process and understood by a largepercentage of the organization

attention

is the process of becoming consciously aware of something or someone

technic of operations review (TOR)

method of promoting safety by determining which specific element of a job led to a past accident

commitment for change

mind set that binds an individual to a course of action deemed necessary for the successful implementation of a change initiative

leading indicators

objective measures that accurately predict future labor demand

anticipatory socialization

occurs before an individual actually joins an organization

decentralized decision making

occurs when important decisions are made by middle and lower level managers

centralized decision making

occurs when key decisions are made by top management

affective component

of an attitude contains the feelings or emotions one has about a given object or situation

cognitive component

of an attitude reflects the evaluation or belief one has about an object or situation

external forces for change

originate outside the organization

strategic plan

outlines an organization's long term direction and the actions necessary to achieve planned results

cognitive ability tests

tests designed to measure such mental abilities as verbal skills, quantitative skills, and reasoning ability

achievement tests

tests that measure a person's existing knowledge and skills

EEO-1 report

the EEOC's employer info report, which counts employees sorted by job category, sex, ethnicity, and race

diversity of developmental relationships

the variety of people w/in the network an individual uses for developmental assistance

external locus of control

those who believe their performance is the product of circumstances beyond their immediate control

disability

under the americans w/ disabilities act, a physical or mental impairment that substantially limits one or more major life activities a record of having such an impairment, or being regarded as having such an impairment

Occupational Safety and Health Act (OSH Act) of 1970 - Enforcement divided between two agencies (Labor and Health) Occupational Safety and Health Administration (OSHA) - Operates within the Department of Labor -Inspections: "Records", "Walkaround", "Interviews", "Review" National Institute for Occupational Safety and Health (NIOSH) - Operates within the Department of Health "Right-to-Know" Laws and Material Safety Data Sheets Employer-sponsored safety and health programs - Identifying and communicating hazards - Reinforcing safe practices - Promoting safety internationally

Safety-Related Terms and Concepts

Tell me about a time when it was critical for you to gain the commitment of a large number of people with different perspectives to a new vision or direction. What was the situation? How did you go about gaining commitment? What were the results? How did you know you were successful in gaining commitment?

Sample Behavior-Based Questions Personal Leadership

Interviews typically have very low validity (.00-.30) - But most people think they have good interviewing skills Interviews are considered a form of selection system Validity and reliability of interviews can be improvedby focusing on some basic issues - Standardized process ("structured interview guide") - Interviewer skills (improve with training, experience) - Multiple interviewers - Coordination and information sharing across interviewing team

Thing to Remember About Interviews

Remember that the selection decision is "two way"...you needto make the right decision for you Do some research on the organization before you interview Balance practice with consideration for wasting others' time Know with whom you will be interviewing, and have somegood, thoughtful questions ready for him/her/them Be comfortable with behavioral event interviewing, and have multiple examples ready for the "key" questions Practice your interviewing (e.g., with a friend) but be flexible Be prepared, but most importantly, be yourself

Things for the Candidate to Keep in Mind

Cultural values are shown through behaviors (of all types) Culture "exists" but it is learned by each individual along the way Subcultures may exist within the larger culture (e.g., at a BU level) Different people see/interpret the same culture in different ways Culture can be strong or weak It can/should support the organization's mission, vision, etc. Culture is dynamic, and can be changed (but not easily) Culture is a function of collective individual experience and behavior

Things to Remember About Culture...

It happens quickly and typically without your immediate awareness. The closer your relationship, the more likely you are to "catch" emotions. Extraverts tend to "project" emotions more powerfully; introverts tend to be more susceptible to the emotions of others.

Things to know about emotional contagion

= Dissatisfaction x Vision of the Future x Process > Resistance D x V x P

change =

internal forces for change

come from inside the company

equal employment opportunity commission (EEOC)

agency of the dept. of justice charged w/ enforcing Title VII of the Civil rights act of 1964 and other antidiscrimination laws

construct validity

consistency between a high score on a test and high level of a construct such as intelligence or leadership ability, as well as between mastery of this construct and successful performance of the job

content validity

consistency between the test items or problems and the kinds of situations or problems that occur on the job

- What are examples of each of these? - Where does your organization fit? - Where should your organization be?

A Variety of Possible Combinations a continuum from: all core, no diverse to all diverse no core What factors influence which "combination" is most effective?

values

1. are concepts or beliefs 2. pertain to desirable end states or behaviors 3. transcend situations 4. guide selection or evaluation of behavior and events 5. are ordered by relative importance

2. - Slower paced - Focused on people - Diplomatic, patient - Casual, informal - Supportive 3. - Faster paced - Focused on ideas - Outgoing, enthusiastic - Persuasive, dramatic - Casual, fun loving 4. - Faster paced - Focused on goals - Independent, candid - Decisive, pragmatic - Active, forceful

2. amiable 3. expressive 4. driver

2. - Unhurried reaction - Tries to relate - Less concern for change - Present time frame - Supportive action - Tends to reject conflict 3. - Rapid reaction - Tries to involve - Less concern for routine - Future time frame - Impulsive action - Tends to reject isolation 4. - Swift reaction - Tries to control - Less concern for  relationships - Present time frame - Direct action - Tends to reject inaction

2. amiable 3. expressive 4. driver

2. Need: Personal Security Orientation: Relationships Backup Behavior: Acquiescence Flex Challenge: Asserting 3. Need: Personal Approval Orientation: Spontaneity Backup Behavior: Attacking Flex Challenge: Restraint 4. Need: To Get Results Orientation: Action Backup Behavior: Autocratic Flex Challenge: Listening

2. amiable 3. expressive 4. driver

2.- Leans back - Some facial expressions - Good eye contact - People subjects - Fewer statements 3. - Leans forward - Lots of facial expression - Good eye contact - Lots of gestures - Stories/opinionated 4. - Leans forward - Little facial expression - Intense eye contact - Deliberate movements - More/task statements

2. amiable 3. expressive 4. driver

2. introversion

2.- Assumes others share their point of view - Easily overstimulated - Self-contained; want to work things through on their own - Organized - Likes to work on one thing at a time - Thinks in order to talk - Can be seen as unapproachable

2) A compelling vision for a successful future 3) A process to help make change happen Also need to overcome resistance to change

2.-A model for the future that is inspirational and engaging -A clear understanding of "where we are", and "where we need to be" -A widely communicated and clearly articulated vision for the future 3.-Information to acquaint people with the importance of change -A process to help them understand the "what" and "how" of change -Communication materials to help ensure understanding of the change -Systems and tools to help drive change throughout the organization

sensing

3. - "Matter of fact" focus - Empirical/data-oriented - Dislike of "fuzzy" problems or situations - Oriented in the present - Most comfortable with "tangible" work

3. - Thinking (T): Organizes and structures information to make decisions in a logical, objective manner (from "the head") - Feeling (F): Organizes and structures information to make decisions in a personal, value-oriented manner (from "the heart") 4. - Judgment (J): Lives a planned and organized life - Perception (P): Lives a spontaneous and flexible life

3. Thinking-Feeling (Deciding) 4. Judgment-Perception (Living)

iNtuition

4. - Generates ideas - Enjoys new jobs and moving around - Insightful - Oriented to the future - Sometimes difficult to talk with and/or understand - Can be less effective in routine jobs

thinking

5. - Tough-minded (quantitative) - Appreciates analytical styles/behavior - Uses clear criteria for decision making - Can be seen as impersonal and detached - Task-oriented and logical - May hurt other's feelings

feeling

6. - Value-centered - People oriented - Warm, but can be overcommitted to people - Approaches issues from a personal perspective - Can be perceived as weak in some organizational cultures

judging

7. - Output-oriented - "Time is Money" focus - Prefers action to analysis - Emphasizes planning - Decides quickly—sometimes too quickly - Can be perceived as inflexible

perceiving

8. - Takes on many issues at once - Can have difficulty prioritizing issues - Good tolerance of ambiguity - Can experience "paralysis of analysis" - Can be overloaded - Tends not to plan

Dissatisfaction, a clear vision, and good process are all critical forsuccess in change situations Model is multiplicative; if any elements are missing change will notoccur Commitment to change needs to be greater than the resistance tochange Leaders play a crucial "make or break" role in sponsoring change Need to stay on top of all these elements to ensure successful change

A "Change Equation"

Selection should be as disciplined as any other business process slide 3

A "Generic" Selection/Staffing Process

1. Give members an organizational identity 2. Facilitate collective commitment 3. Promote social system stability 4. Promote understanding of the organization

Four Primary Functions of Culture 1. Sense of belonging, how to behave, treat one another, etc. 2. Shared purpose, objectives; goal-based behavior 3. Systems/processes for dealing with change, managing conflict, etc. 4. Shapes behavior and helps members see a "clear line ofsight" between what they do and business goals/success

Tell me about the most difficult decision involving anther person(s) that you ever had to make. What made this decision difficult? What were some of the decision factors? What kind of impact did this decision have on other people? What did you do to make the decision? What were the results of your decision-making?

Maturity

The best recruiting, selection and staffing are typically done in a proactive vs. reactive way—thinking ahead is critical These efforts are also linked with other systems and processes we'll talk about later (e.g., human resource planning) Remember that development of internal talent is the "flip side of thecoin" of external selection—it pays to develop your people All these efforts should be tied back to the strategic plan and largerobjectives of the organization These are not often seen as the more exciting accountabilities inan organization, but they are arguably among the farthest-reachingin impact and implication

Summary Thoughts—Selection (cont.)

assessment center

a wide variety of specific selection programs that use multiple selection methods to rate applicants or job incumbents on their management potential

trend analysis

constructing and applying statistical models that predict labor demand for the next year, given relatively objective statistics from the previous year

outsourcing

contracting w/ another organization to perform a broad set of services

Occupational Safety and Health Administration (OSHA)

labor dept. agency responsible for inspecting employers, applying safety and health standards, and levying fines for violation

criterion-related validity

a measure of validity based on showing a substantial correlation between test scores and job performance scores

bona fide occupational qualification (BFOQ)

a necessary (not merely preferred) qualification for performing a job

cognitive categories

a number of objects that are considered equivalent

self efficacy

a person's belief about his or her chances of successfully accomplishing a specific task

yield ratio

a ratio that expresses the percentage of applicants who successfully move from one stage of the recruitment and selection process to the next

nondirective interview

a selection interview in which the interviewer has great discretion in choosing questions to ask each candidate

structured interview

a selection interview that consists of a predetermined set of questions for the interviewer to ask

closed system

a self sufficient entity closed to the surrounding environment

core competency

a set of knowledge and skills that make the organization superior to competitors and create value for customers

1. Environmental stimuli/info 2. interpretation/categorization 3. memory (different types) 4. judgments and decisions Social cognition can be accurate or inaccurate & biased

a social information processing model 1. SelectiveAttention/Awareness -Salient/meaningful information 2. EncodingandSimplification Schemas Scripts Categories Stereotypes 3. StorageandRetention Semantic Episodic(event) People 4. RetrievalandResponse Attributions Ratings/judgments Decisions Bias Errors

behavior description interview (BDI)

a structured interview in which the interviewer asks the candidate to describe how he or she handled a type of situation in the past

situational interview

a structured interview in which the interviewer describes a situation likely to arise on the job, then asks the candidate what he or she would do in that situation

self-serving bias

represents one's tendency to take more personal responsibility for success than for failures

diversity

represents the multitude of individual differences and similarities that exist among people

enacted values

the values and norms that actually are exhibited or converted into employee behavior

1. self-efficacy 2. self-esteem 3. emotional stability 4. locus of control Many other individual differences (e.g., self-monitoring)

"Core Self Evaluation": Four Elements 1. A person's belief about his/her chances of successfully accomplishing a specific task. 2. A person's belief about his/her own self worth. 3. One of the Big 5 personality traits; a person's tendency to be relaxed, secure, not worry, not experience negative emotions under pressure, etc. 4. Extent to which someone believes outcomes in their life are influenced largely by external events (external locus of control) vs. their own behaviors and actions (internal locus of control).

1. Cohort "Veterans"/"Traditionalists"(Born before 1946) 2. "Boomers" (Born 1946-1964)  3. "Generation X" (Born 1965-1979) 4. "Generation Y/Millenials" (Born 1980-2001)

"Generational" Value Differences Dominant Values/Characteristics: 1. Hard work, conservative, more conforming, more loyal to the  organization 2. Success, achievement, ambition, dislike of authority, loyalty to  career 3. Work/life balance, team-oriented, dislike of rules, loyalty to  relationships 4. Confidence, financial success, self-reliant, loyalty to both self and relationships

Organizational Socialization

"The process by which a person learns the values, norms, and required behaviors which permit him/her to participate as a member of the organization". -- OR - "The impact of the organization on the individual." -- OR - "Learning the ropes!"

Organization Culture

"The set of shared, taken-for-granted implicit assumptions that a group holds and that determines how it perceives, thinks about, and reacts to its various environments". -- OR - "The values shared by associates in an organization". -- OR - "What it's like to be a member of this organization".

consistency

(relates to comparisons across time) Is one's behavior in this same situation similar to over time? High: Yes, his/her behavior in this situation is consistent over time. Low: No, his/her behavior in this situation is not consistent over time.

distinctiveness

(relates to comparisons in other situations)Is one's behavior in this situation different from his/her behaviorin different situations? High: Yes, his/her behavior here is different in other situations. Low: No, his/her behavior here is not different in other situations.

consensus

(relates to comparisons with other people)Is one's behavior in this situation similar to that of his/her peers? High: Yes, his/her behavior is similar to that of his/her peers. Low: No, his/her behavior is different from that of peers.

Predictive validity concurrent validity slide 11

- (new hires)(test scores collected over time for later analysis; not used for initial selection) -(existing employees) (all data collected at same time)

flexing to expressives

- Be energetic and fast paced; make direct eye contact - Spend time socializing; get to know them and let them get to know you - Engage in healthy, robust discussion (but not to the point of dysfunctional argument) - Use opinions of others they see as credible to help support your ideas and suggestions - Focus first on the strategic "big picture", then on the more tactical plan elements - Follow up regularly to ensure action plan details and project milestones are being accomplished - Try to have fun and achieve results at the same time

flexing to drivers

- Be on time for meetings and other commitments - Be energetic and fast paced; have erect posture and direct eye contact - Get to business quickly and use time efficiently - Be specific, clear and brief. Don't overexplain, ramble or be disorganized. - Keep a strong focus on results - Stay focused on the topic(s) in discussions - Use facts and logic when presenting a case - In decision making situations, present fewer vs. many options

flexing to amiables

- Be relaxed, and moderately paced; have comfortable posture; speak softly; avoid harshness in voice - Make face-to-face contact when possible; don't engage in "small talk" unless it is genuine - Ask for opinions; listen reflectively - Communicate openly, and encourage expression of concerns, misgivings, etc. - Mutually agree on goals; offer your support where desirable; follow through on your accountabilities and keep in touch with theirs - Maintain ongoing contact more than with other styles

1. Core Aspects(Things ThatNeed to Bethe Same) 2. Diverse Aspects(Things ThatCan/ShouldBe Different)

A Simple Model of Diversity in Organizations inner circle: outer circle

3 circles pointing to other 2 IndividualValues Enacted/ActualValues(organization) Espoused/StatedValues(organization)

A Simple Model of Person-Organization Fit Best fit (and greatest success) occurs when all are aligned

My Style: ________________ Names of Others I Work With Their Social Style Things I Can Do To Adapt to Their Style

Action Planning

another view of change and transition 1. change 2. transition "Unless transition occurs, change will not..." William Bridges

An event that is observable, situational, external to oneself. Change sets into motion the transition process. It starts with a beginning.  -A psychological event, it is a three-phase process that individuals go through over time to come to terms with the external changes. It starts with an ending.

- Driving style (Driver) - Expressive style (Expressive) - Amiable style (Amiable) - Analytical style (Analytical) There is NO one "best" style--high versatility is the key to success!

Assertiveness and Expressiveness are combined to form a 2 x 2 model, with four distinct social styles: Versatility represents one's ability to "flex" or adapt to others' styles, and can be thought of as a "Z axis"

1. technical skills 2. competencies 3. culture fit 4. long term potential

Assessing Different Areas in Interviews 1. Job experiences, certifications, education, project leadership, associations, references, etc. 2. Performance record, projects undertaken, 360° feedback results, etc. 3. Life experiences, personal values, similar challenges faced in the past, similar cultures experienced in the past, desire for current culture, etc. 4. Record of progress, scope of jobs held and progression, impact on organization, experience/ability to work with senior leaders, career progression and movement, learning orientation, etc.

Wrongful discharge/wrongful termination Disparate treatment (intentional) Disparate impact/adverse impact - Stock statistics - Flow statistics (and the 4/5ths rule!) Note: BFOQ really only defense against disparate impact Fraudulent recruitment Negligent hiring Negligent Referral Trade Secret Litigation

Bases for Staffing-Related Lawsuits

Attribution Theory

Basic Premise: An attribution is made as to whether action(s) and/or behavior(s) resulted from internal factors (e.g., ability, amount of work) or external factors (e.g., task difficulty). This attribution is based on the consensus, distinctiveness, and consistency of the observed behavior. Can be made for good or poor performance/outcomes!

Can Organize By: Function Division(includes Product and/or Geography) - Customer - Matrix (combination of above)

Basic Types of Organization Structure Most organizations use a hybrid of these approaches

Make better hiring/placement decisions Helps ensure fairness in decision making Helps with reputation and "brand" (both internal and external) Helps promote diversity (and hopefully inclusion) Drives consistency in hiring and promotion decisions Helps organizations achieve tactical and strategic goals Drives long-term organizational success

Benefits (Besides Being Legal and Safe) This are "above and beyond" the costs of legal actions and accidents

1. Demographic characteristics Technology changes Customer and market changes Social changes/pressures Political changes/pressures 2. Aspiration-performance discrepancies - Low job satisfaction and/or engagement - Increased absenteeism and turnover - Low performance, productivity and/or efficiency Value changes of organizational members Changing needs, desires, preferences of organizational members Organizational "life cycle" forces

Change Is Driven by Many Different Factors 1. External Forces for Change 2. internal forces for change An obvious but often overlooked point: Need to be aware of these forces.

1) A strong dissatisfaction with the current situation

Change Requires Three Critical Elements 1.-Feeling that what's been done in the past isn't good enough -A desire to go from being good to being great -Wanting to make positive change happen -A personal commitment to doing whatever it takes to change

1. extraversion

Characteristics of Each of the Styles 1. - Seen as approachable - Like stimulation and variety - Like contact with others (use MBWA a lot) - Sees meetings as useful - Likes to work on more than one thing at a time - Can be disorganized/unstructured - "Talks to think"

Failing to follow directions about how to apply Sending resumes or cover letters with typos/other errors Failing to send a customized cover letter with the resume Leaving large gaps of time in their history unexplained Focusing too much on behaviors and accountabilities rather than accomplishments and achievements Applying for jobs for which he/she is way over- or under-qualified Having problems with grammar, sentence construction, etc. Using "gimmicks" to draw attention Applying to the CEO vs. to the person directed by the announcement

Common Applicant/Candidate Mistakes

1. self awareness 2. self management 3. social awareness 4. relationship management

Components of Emotional Intelligence (EQ): Personal Competence: 1. Emotional self-awareness Accurate self-assessment Self-confidence 2. Emotional self-control Transparency Adaptability Achievement Initiative Optimism Social Competence 3. Empathy Organizational awareness Service 4. Inspirational leadership Influence Developing others Being a catalyst for change Conflict management Building bonds/relationships Teamwork and collaboration

Remember that even if you don't hire the individual, you want them to leave with a positive impression Remember that if you don't hire the individual, he/she may still be a current or potential future customer Show appropriate professionalism when interviewing Make sure you don't ask illegal questions! Make sure the interviewers debrief/discuss the candidate(s) Consider team interviews (2+ interviewers at the same time) Provide a realistic job preview (RJP) Provide feedback on the decision, regardless of outcome

Considerations for Recruiters/Organizations

slide 6

Costs of a Bad Hire—Entry/Mid-Level Manager*

Identifying and understanding the culture Nature of the culture—and is it "right" for the organization - Relates to strategic context, objectives of the organization, etc. Different possible approaches - Shared culture?  - Unique cultures (for different aspects of business)? - Core culture + unique culture facets for "tailored" culture? Strength of the culture—extent to which it permeates the organization Mechanisms/systems keeping the culture alive/maintaining it Changing the culture when necessary

Culture-Related Issues and Questions

Internal Causes (Ability, personal characteristics, hard work, etc.) Test performance is a good example of these attributions

Different Kinds of Attributions for Behavior What is Perceived: Low consensus Low distinctiveness High consistency Attribution Made :

Reliability

Degree to which a measure (e.g., test) gives consistentscores across time (in other words, is free from error). Described with correlation coefficient (in practical terms, reliability ranges from 0.0 to 1.0) Test-retest reliability Alternative forms reliability Well-written items, longer measures, etc. help reliability A necessary condition for a test/measure to be valid Examples

External Causes(Task difficulty, environmental influences, etc.)

Different Kinds of Attributions for Behavior What is Perceived: High consensus High distinctiveness Low consistency Attribution Made :

Collective vs. Individual Formal vs. Informal Sequential vs. Random  Fixed vs. Variable Serial vs. Disjunctive  Investiture vs. Divestiture

Different Tactics for Socialization Tremendous variety in socialization techniques in organizations

Fundamental Attribution Bias (aka FA Error) Self-Serving Bias Halo Error "Pitchfork" Error(aka "Horns" Error) Leniency Error Severity Error Central Tendency Error Recency Effect Primacy Effect Stereotyping Projection Contrast Effect "Similar to Me" Effect

Different Types of Biases/Effects/Errors

Allowing too much complexity Failing to build a substantial coalition Not understanding the need for a clear and compelling vision Failing to clearly communicate the vision Permitting roadblocks against the vision Poor planning and failing to achieve (and recognize) short-term wins Declaring victory too soon Not anchoring changes in corporate culture

Eight Reasons Why Change Fails

Lecture 4 in class power points

Equal Employment Opportunity and Safety

"Contingency" vs. "Retained" Roles and accountabilities Importance of networks and understanding the organization(s), function(s), and/or industry Fees and timeframes Some well-known firms - Korn-Ferry - Heidrick and Struggles - Russell Reynolds - etc.

External Recruiters

Flexing to Analyticals

Flexing to Other Styles - Be on time, and more rather than less formal in speech, clothing and manners - Be moderately paced; avoid loud voice - Get to the topic quickly; be systematic, prepared, fact- based, and logical - Show both sides of any issue you're dealing with, along with your reasoning as to a best course of action - When possible, allow them to proceed deliberately - When they are too indecisive, encourage them to make a decision but don't make it for them - Ensure that action plans are detailed and well developed

1. endings 2. exploration/learning 3. new beginnings

From Endings to New Beginnings When experiencing change, individuals transition from loss and endings, through the neutral zone, to new beginnings...

Organization change happens individual by individual, work group bywork group, throughout an organization. People do not necessarily resist change, they resist being changed by others. In order for people to change, they must feel a compelling personal reason to change. All change is personal. In order to change, people must understand how their personal needto change fits with the organization's reason for change. In order for organizations to change, there must be compellingreasons to do so. Successful organization change requires that people have a clear understanding of what they are changing to. In general, people are more willing to change if they feel a degree of ownership in how the changes which must affect them will be designed and implemented.

Fundamental Truths About Change

Accept the reality and importance of loss; acknowledge it openly and sympathetically Expect and accept signs of grieving - anger, bargaining, anxiety, sadness, disorientation, and depression Compensate for the losses when possible Define what is over and what is not in as much detail as possible Mark the endings Treat the past with respect; recognize it as a foundation to build on Let people take a piece of the old way with them

Helping People with the Endings

Pace and time focus Nature of goals People focus Verbals (speed, inflection, content, etc.) Non-verbals (eye contact, posture, gestures, etc.) Actions taken

How Are These Style Differences Seen? All styles have potential positive and negative aspects

Be passionate in your own commitment Delegate as much accountability for change as possible Make people feel needed and a key part of our future success (fill people's "longing for belonging") Be intolerant of weak commitment Recognize and build momentum as change starts to occur Recognize and reinforce wins (even small ones) Communicate, communicate, communicate

How Can Leaders/You Influence Change?

Recruiting practices (diversity of candidate slates, etc.) Staffing and selection practices, methodologies Internal selection decisions Job assignments Treatment by management/manager (e.g., in-group vs. out-group) Performance reviews Disciplinary action Termination

Implications of Legislation/Areas for Concern

Higher internal commitment to the organization Lower absenteeism/turnover Higher job satisfaction and engagement Higher levels of organizational citizenship Higher intrinsic motivation Better performance (both individually and in groups)

Implications of Person/Culture Fit

Bona Fide Occupational Qualification (BFOQ) "Protected Class" Equal Employment Opportunity (EEO) Equal Employment Opportunity Commission (EEOC) Affirmative Action and Affirmative Action Plans Office of Federal Contract Compliance Programs (OFCCP) Sexual Harassment Reasonable accommodation

Important Concepts

-Become emotionally literate. Label your feelings and emotions, ratherthan labeling people or situations. -Distinguish between your thoughts and your emotions. -Take more responsibility for your emotions; no one is "making" you feela certain way. -Try to turn negative emotions into positive actions (e.g., feel energized, not angry.) -Show empathy, understanding, respect and acceptance of other's feelings. -Avoid people you find to be emotionally "draining". -Understand the role that emotions have played in your past decisions. -Appropriately use your feelings in the future decisions you make.

Improving Your Emotional Intelligence

Failure to conduct a rigorous interview Failure to take advantage of all available candidate information Allowing new biases to enter into selection decisions- 2nd hand info, political issues, etc. Failure to provide feedback to candidates Failure to use information for on-boarding and/or development

Internal Interviews: Five Common Flaws It is VERY important to do a good job of internal interviewing, etc.

Potential Recruiting Sources

Internal sources (e.g., through internal job board) Other organizations (similar or dissimilar) Advertising and/or Internet (e.g., Monster) Professional associations Colleges and universities Direct applicants (e.g., through organization web site) Referrals External recruiters

The Social Styles model: Social Styles is a simple, useful tool for interpersonal effectiveness

Is a meaningful and simple model of interpersonal effectiveness Is relevant for all levels in an organization, and all kinds of organizations Can help identify ways to improve relationships (e.g., in teams within your classes) Provides a nice framework for effective development discussions

designing effective organizations

K & F Chapter 15

managing change and organizational learning

K & F Chapter 16

organizational culture, socialization, and mentoring

K & F Chapter 2

appreciating individual differences: intelligence, ability, personality, core self evaluations, attitudes, and emotions

K & F Chapter 5

understanding social perception and managing diversity

K&F, Chap. 4

- Slower paced - Focused on details - Serious, formal - Logical, prudent - Systematic, thorough

Keep the situation/context in mind when determining style Characteristics of Each Style 1. analytical

There is no beginning without an ending There is always a period of exploration before any new beginning There are no shortcuts and transition is rarely orderly Each phase of a transition serves a different and important purpose There are often multiple changes and transitions occurring at the same time

Lessons Regarding Individual Transition

1. unfreezing 2. changing 3. refreezing A well-known model of change, with elements seen in more recent models

Lewin's Model of Change 1.-Creates the motivation to change (benchmarking is good tool for this) -Allows people to feel "safe" in considering change 2.-Provides new information, new behaviors, new ways of looking atthings -Use role models, mentors, experts, training, systems/tools, etc. tohelp people change 3.-Reinforcing desired change, new behaviors, etc. -Positive reinforcement is probably the best way to do this -Ongoing coaching, modeling, mentoring to help make it permanent

Attachments: Membership, reporting relationships, friends Turf: Physical territory, responsibilities, title Structure: Comfortable routine, way of working, office or view Future: Dreams, goals, plans for advancement Meaning/Significance: Where do I fit in? Control: Loss of power to create outcomes

Losses During Transition Losses are perceived and can vary across individuals

1)Establish a sense of urgency. 2)Develop the guiding coalition 3)Develop a compelling vision and strategy. 4)Communicate the vision widely and get buy-in and commitment. 5)Empower people to take broad-based action. 6)Generate and recognize short-term (and small) wins. 7)Consolidate gains and keep moving—don't let up. 8)Make change stick by anchoring it in corporate culture.

Making Change Happen—Kotter's Eight Steps Steps need to be followed in this order for successful change

People don't leave organizations, they leave bosses - Build strong supervisory/managerial skills Treat people with respect and dignity, and as adults not children Involve people as much as possible in as much as possible Don't underestimate the value of social networks, social support, etc.  - Team focus is a good thing Let your top talent know they're valued, but don't be unrealistic As appropriate, discuss "retention risk" in people assessments Pay attention to people, be honest with them, and let them know you care

Minimizing Selection Needs Via Retention Retention is an outcome of many/most of the topics for this class

Set short-range goals for people to aim toward along the way to long-term outcomes Ensure goals are realistic Provide training on new skills needed for success Protect people from further changes while they regain their balance

Minimizing the Neutral Zone

Expect resistance and don't be offended by it Get resistance out into the open Enlist your "evangelists" Convert your "fence sitters" Outrun the pessimists and resisters Remember to address the "What's in it for me?" issue Involve as many people in the change as possible Wear your own commitment "on your sleeve"--be a strong supporter of change Overcommunicate

Moving Beyond the Resistance Barriers Deal with resistance (and resisters) openly, honestly and quickly

Need: To Be Right Orientation: Thinking Backup Behavior: Withdrawing Flex Challenge: Deciding

Needs, Orientations, and "Backup Behavior" Pay particular attention when backup behavior is seen 1. analytical

providing equal employment opportunity and a safe workplace

Noe Chapter 3

Planning for and Recruiting human resources

Noe Chapter 5

selecting employees and placing them in jobs

Noe Chapter 6

Equal Pay Act of 1963 Title VII of the Civil Rights Act of 1964 Executive Order 11246 of 1965 and EO 11375 of 1967 Age Discrimination in Employment Act of 1967 Vocational Rehabilitation Act of 1973 Pregnancy Discrimination Act of 1978 Americans with Disabilities Act (ADA) of 1990 Worker Adjustment and Retraining Notification (WARN) of 1988

Noteworthy Legislation Lots of details to keep track of; keep your HR professionals healthy!

1. Innovation and Risk Taking: 2. Attention to Detail 3. Outcome Orientation 4. People Orientation 5. Team Orientation 6. Aggressiveness 7. Stability

One View of Organization Culture Dimensions: 1.Are employees encouraged to take risks? 2. Are employees expected to be detailed/precise? 3. Is focus on outcomes or processes? 4. Does management take people into consideration? 5. Is work organized around teams or individuals? 6. Are people aggressive/competitive or "laid back"? 7. Is emphasis on growth or on maintaining the status quo?

In class lecture 6 power point

Organization Structureand Change

Lecture 2 power point

Organizational Culture and Socialization

- Slower reaction - Tries to organize - Less concern for relationships - Historical time frame - Cautious action - Tends to reject involvement

Other Typical Behaviors of Each Style Again, these are typical behaviors (vs. absolute in all situations) 1. analytical

1. persistent pessimists 2. fence sitters 3. early adapters

Overcoming Resistanceto Change People React Differently to Change 1. very, very slow to change may leave the system rather than change often 20% of employees 2. your target! approximately 60% of employees 3. move through the personal change journey quickly become your evangelists often 20% of employees

Personality Dimension: Extraversion Agreeableness Conscientiousness Emotional Stability Openness toExperience The "proactive personality" is an extension of this research

Personality Dimensions—The "Big 5" Characteristics: 1. Outgoing, talkative, sociable, assertive 2. Trusting, good natured, cooperative, "softhearted" 3. Dependable, responsible, persistent, achievement-oriented 4. Relaxed, secure, unworried 5. Intellectual, imaginative, curious, Broad-minded

1. financial 2. cultural 3. personal 4. other

Poor Selection Has Many Types of Costs 1.What are the business consequences of selection errors? 2.What are the people and cultural consequences of selection errors? 3.How does a bad hire impact your personal credibility? 4.What are the consequences of settling for a good hire vs. thebest hire?

1. Industrious, persistent, serious, exacting, orderly 2. Supportive, respectful, willing, dependable, agreeable 3. Ambitious, stimulating, enthusiastic, dramatic, friendly 4. Strong-willed, independent, practical, decisive, efficient

Positive and Negative Aspects of Each Style strengths: 1. analytical 2. amiable 3. expressive 4. driver

1. Critical, indecisive, stuffy, picky, moralistic 2. Conforming, unsure, pliable, dependent, awkward 3. Manipulative, excitable, undisciplined, reacting, egotistical 4. Pushy, severe, tough, dominating, harsh

Positive and Negative Aspects of Each Style weaknesses: 1. analytical 2. amiable 3. expressive 4. driver

see 2x2 see social perception pp slide 40

Potential "Toxic Relationships" Many other possible toxic relationships can exist

Clarify and communicate the purpose Paint a picture of how the outcomes will look and feel Lay out a plan for phasing in the outcome Give each person a part to play in the plan and the outcome Be consistent in messaging Ensure some quick successes and celebrate them

Pulling People to New Beginnings

Identifying Social Styles

Questions to Ask 1) Is this person more or less assertive than the average person? 2) Is this person more or less expressive than the average person?

Lecture 3 in class power points

Recruiting, Interviewing and Selection

Unwelcome sexual advances, requests for sexual favors, and other verbal and/or physical conduct of a sexual nature when: Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment, and/or Submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting that individual, and/or Such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile, or offensive work environment

Sexual Harassment Awareness and prevention are best tools for eliminating harassment

Lecture 1 power point

Social Perception and Individual Differences

Key concepts

Social Perception and Individual Differences - Social information processing model - Different types of rating biases, errors, etc. (e.g., self-serving bias, halo error, etc.) - Attribution theory (including the three factors/elements of the model, etc.) - Self-esteem, self-efficacy, learned helplessness, self-monitoring, etc. - "Big 5" personality dimensions model - Types of intelligence - Locus of control - Intelligence (IQ) - Emotional intelligence (EQ) (concept, model, model elements, etc.) - Emotional contagion - Myers-Briggs Type Indicator - Social Styles - Diversity vs. inclusion - Diversity model Organizational Culture and Socialization - Organizational culture (primary functions, etc.) - Values and culture - Espoused vs. enacted values - Ways to assess culture - Ways to change and influence culture - Person/culture fit concept and implications - Organizational socialization (definition, phases, etc.) - Socialization tactics Recruiting, Interviewing and Selection - Recruiting and Retention - Different types of recruiters - Costs of poor selection - Selection systems - Broad understanding of the generic selection process - Reliability (test-retest reliability, split-half reliability, alternate/equivalent forms reliability) - Reliability coefficient - Validity coefficient - Content validity - Criterion-related validity (predictive validity, concurrent validity) - Generalizability (also known as validity generalization) Recruiting, Interviewing and Selection (cont.) - Utility - Legality - Selection methods (interviews, cognitive ability tests, personality inventories, biodata, physical abilities tests, work samples, drug/honesty tests, references) - Different classes of selection decision results (false positives, false negatives, etc.) - Interviewing and factors related to higher validity and reliability of interviewing - "Three stories" of an interview - Interviewing techniques (competency-based, etc.) - Legal vs. illegal questions (and relatedness to the job in question) - Calibration meeting - Potential problems with internal interviewing Equal Employment Opportunity and Safety - Benefits of being legal and safe (see slide on this) - Noteworthy legislation (e.g., Equal Pay Act of 1963, Title VII of Civil Rights Act, etc.) - BFOQs - EEO, EEOC, and OFCCP - Different types of lawsuits that can be brought (e.g., wrongful discharge, fraudulent recruitment, etc.) - Sexual harassment - Occupational Safety and Health Act - Occupational Safety and Health Admininstration (OSHA) - NIOSH - "Right To Know" - Material Data Sheets Organization Structure and Change - Important terms and concepts (unity of command, span of control, etc.) - Mechanistic vs. organic organizations - Different types of organizational structure (e.g., functional, matrix, etc.) - Forces promoting change (external, internal) - Lewin's change model - Kotter's change model - Change management - The "transitions" model (stages, etc.) - Resistance to change - Three required elements for change - Leadership and change

Exam 3

Social Perception/Individual Differences (cont.) K&F, Chap. 4, 5 Organizational Culture and Socialization K&F, Chap. 2 Recruiting, Interviewing and Selection Noe, Chap. 5 (143-159), 6 Recruiting, Interviewing and Selection (cont.) Noe, Chap. 5 (143-159), 6 Equal Employment Opportunity and Safety Noe, Chap. 3 Organization Structure, Development & Change K&F, Chaps. 15, 16

Place yourself on the chart below in a location that corresponds to your social style, then do the same for others (e.g., friends, other students, coworkers, etc.)

Social Style Comparison

Increased creativity/synergy Less likelihood of "groupthink" and other bad decisions Increased awareness of broad customer base More interesting, engaging and developmental work environment Decreased likelihood of legal problems Better preparation for increased global business focus Necessary to be an "Employer of Choice" in changing workforce Increased ability to recruit additional diverse individuals

Some Benefits of Diversity/Inclusiveness Benefits only realized if diversity is managed effectively

1.- Extraversion (E): Draws energy from the outside world of people, activities and things - Introversion (I): Draws energy from one's internal world of ideas, emotions and expressions. 2. - Sensing (S): Takes in information through the five senses and notices what is "actual" - Intuition (N): Takes in information through a "sixth sense"/ intuition and notes what "might be"

Some Characteristics of Each of the Styles... 1. Extraversion-Introversion (Energizing) 2. Sensing-Intuition (Attending)

Lack of shared values More focus on problems than on opportunities More focus on finger pointing and politics than on solving problems Lack of trust Lack of confidence in leaders and the organization as a whole Significant turnover Performance issues (individual, group and/or organizational level) ?

Some Typical Indicators of Culture Problems

Reliability Validity Generalizability (also known as validity generalization) Utility Legality

Standards for Evaluating Selection Systems

Sex/Gender Race/Color Age Disability National origin Religion Marital status Veteran/Military status Citizenship Socioeconomic status Sexual preference Pregnancy Worker's Compensation Union preference

Staying Within the Law In general, it is inappropriate and illegal to ask questions or base hiring decisions on: Remember the "Golden Rule" of interviewing and selection

1. Meet as an interview team to review who will ask what, goals, etc. Review the resume and decide on your specific questions, probes, etc. 2. Set the candidate at ease and establish rapport Ask the initial question Conduct the interview (asking other questions) Answer questions Provide a realistic job preview (RJP) Close the interview 3. Meet as an interviewing team and have a calibration meeting Take next steps and provide feedback to the candidate as appropriate

Steps in the Interviewing Process (organization) 1. before the interview 2. during the interview 3. after the interview Effective interviewing and selection takes a lot of effort and discipline

The interviewer must get beyond the story the candidate wants to tell The interviewer must win the struggle for control The interviewer must ask questions and probe to get beneath theartificial "interview persona" The interviewer must guard against making snap judgments A planned, structured, competency-based interview (with probes) solicits the best information and helps minimize interviewing errors

Summary Points: Interviewing

There are many reasons for complying with staffing and safety legislation and they go well beyond the costs of lawsuits and accidents Employment decisions include not only staffing decisions but also internal selection, downsizing, etc. as well There are many different laws and pieces of legislation that we need to be cognizant of and compliant with, both as individuals and as organizations In normal practice and the hustle and bustle of normal work, it's easy to  "do the wrong thing", even when someone has the best intentions Consistent practice, discipline and a focus on data can help organizationsmaintain good staffing practice that is also as safe as possible, legally defensible and the right thing to do.

Summary Thoughts

Dramatic change is not "business as usual"—it requires focused effort Remember that change is very personal and happens one person at a time Continually ask people "How's it going?" and act on their responses What gets measured gets done; incorporate change into accountabilities Remember that organization culture can enhance and/or inhibit change A clear strategy is the cornerstone of successful organization change Understanding and commitment are best gained by involving others Probably can't over communicate about the change, or over clarify roles

Summary Thoughts About Change Involvement and communication are key in managing change

Selection tests can add a lot of information and help makegood decisions, but... They have to be thoroughly reviewed, validated, etc. to ensure they're reliable, valid, have utility and are legal Lots of tests, measures, etc. exist (and lots of vendors trying to sell their use!)—organizations need to be careful whenimplementing and/or choosing vendors Need to carefully consider how to combine selection tests(of whatever form) with traditional interviewing Remember that you want to balance a smooth, valid and reliable process with one that works for the company andpresents itself well to the candidate

Summary Thoughts--Selection Testing

Success is heavily tied to selection—"Select hard, manage and developeasy" The costs of a bad hire are enormous and often "hidden" A variety of systems, tools, etc. exist to help in selection...need to evaluate them carefully before use A variety of systems, tools, etc. CAN help in selection! Interviewing is the most common selection tool but it is very inconsistent in how well it's done—it needs to be done well to yield good information Organizations need to spend the time, money and effort to have goodselection procedures

Summary Thoughts—Selection

1. The Story the candidate wants to tell 2. The Story the candidate doesn't want to tell 3. The Story the candidate doesn't even know about

The "Three Stories" in an Interview 1. candidates goal 2 & 3. interviewer's goal Discussion Question: How can the interviewer avoid the pitfalls of the "undisciplined" approach? How can bias enter into the interview process?

see 4x4 see social perception pp slide 28

The Different MBTI Types

2x2 slide 15

The Essence of Selection Testing/Systems

1. Extraversion-Introversion (E vs. I) 2. Sensing-Intuition (S vs. N) 3. Thinking-Feeling (T vs. F) 4. Judgment-Perception (J vs. P)

The Four Personality Dimensions of the MBTI 1.- Refers to how a person is energized - Key activity: Energizing 2. - Refers to what a person pays attention to - Key activity: Attending 3.- Refers to how a person decides - Key activity: Deciding 4.- Refers to the life style a person adopts - Key activity: Living

Change is an ongoing aspect of organization functioning Many different kinds of change situations (e.g., tactical vs. strategic) Managing change effectively is critical to organizational success Organizations are experiencing more and more change over time Organizations need to develop a consistent approach to change management that:  - Builds discipline and capability around change management - Is flexible enough to be applied to different types of changesituations - Provides consistency and makes "managing change" part of the culture

The Importance of Change Management

-Describes rather than prescribes -Describes preferences, not skills or abilities -Says that all preferences are equally important -Is well documented and researched with hundreds of scientific studies conducted over a 50-year period -Has a user's organization devoted to its continued researchand development -Is probably the most commonly used and well-known of all personality assessments

The Myers-Briggs Type Indicator (MBTI)

see 2x2 see social perception pp slide 32

The Social Styles Model Remember that style is relative to others with whom you interact

utility

The benefit of using a given measure, procedure, etc. If using more than one (e.g., interviewing plus a test, would talk about "incremental utility") Utility driven by validity, reliability and generalizability Think "cost-benefit analysis" and "return on investment" when considering utility However, sometimes it's the right thing to do even if it'scostly (e.g., "return on mission").

1. endings 2. exploration/learning (the neutral zone) 3. new beginnings Effective change implementation allows people to transition more quickly

The emotions of individual transition 1. denial, anxiety, shock confusion... 2. anger, fear, frustration, cynicism, curiosity (bottom of U), creative tension, impatience, acceptance, hope/skepticism... 3. relief, excitement, trust, enthusiasm

Inclusion Organizations increasing focus on inclusion vs. simply diversity

The extent to which the vast diversity of organizational members is brought together in a meaningful way to increase success (individual, group and organizational). -Recognizes diversity of organizational members, but... - Primary focus is on bringing those differences together

Diversity vs. Inclusion Diversity

The individual differences that make people different from,and similar to, each other. -Can tend to focus on differences -Easy to find segregation of group within organizations

Enacted Values The greater the difference between espoused values and enacted values, the greater the likelihood for dissatisfaction, cultural problems, etc.

The values that organization members perceive to be valued by the organization—the "reality".

Espoused vs. Enacted Values and Culture Need to "walk the walk", not just "talk the talk" Espoused Values

The values that the organization states that it believes in (e.g., in mission statements, presentations, etc.)—the "desired".

Pay attention to how you feel around different people. Be more aware of how you respond and feel in different situations. Ask yourself if your feelings originated from within you or from someone else.

Things you can do to manage/control emotional contagion Contagion of negative emotions (vs. positive emotions) is more problematic

- Consensus - Distinctiveness - Consistency

Three Dimensions in Kelley's Attribution Theory:

1. anticipatory socialization 2. encounter 3. change and acquisition "Organizational personalization" is a related concept

Three Phases of Organizational Socialization 1.Prior to joining the organization 2.Initial entry period into the organization 3.Variable; seen when values, behaviors, etc. are consistent with the organization

1. Assertiveness 2. Expressiveness 3. Versatility/Adaptability

Three primary dimensions of the social styles model: 1. Degree to which one is perceived as attemptingto influence the thoughts and actions of others 2. Degree to which one is perceived as expressing feelings when interacting with others 3. Degree to which one is able to "flex" their style

Turn every question, even the ones asking you about your weaknesses, into a review of your strengths Be engaging, interactive, genuine and honest Use appropriate words and terms words in resume and speech Manage first impressions and know with whom you're interviewing Be ready to talk about how you've learned from your experiences Research and be able to discuss the company strategy, competencies, and core values—and how you're a great with them Show behaviors that are consistent with the culture and values Be professional and polite with everyone Get a good night's sleep the night before, and be yourself!

Tips for Candidates in Interviews

Type: 1. Linguistic 2. Logical-Mathematical 3. Musical 4. Bodily-Kinesthetic 5. Spatial 6. Interpersonal 7. Intrapersonal 8. Naturalist

Types of Intelligence Description ("Potential to..."): 1. Learn and use written and spoken languages 2. Deductive reasoning, problem solving, etc. 3. Appreciate, compose and perform music 4. Have good mind/body coordination/movement 5. Recognize and effectively use patterns 6. Effectively connect with and work with others 7. Understand and regulate one's own self 8. Live in harmony with one's environment

Competency-based - Card sorting one variation Nondirective Behavior-Based/Behavioral - STAR model a common approach Behavior description interview (BDI) Key Experience Interviewing Future-Oriented/Hypothetical (aka situational)

Types of Interviewing Techniques

Interviews Cognitive ability tests Personality inventories Biographical data ("biodata") Physical abilities tests Work samples Drug tests, honesty tests, etc. References

Types of Selection Methods

What are the strengths of the candidate? Weaknesses? Why would we hire this candidate? Why wouldn't we? What are the best/worst things we saw today? What is the candidate's ability to deliver high performance in the job? How will the candidate fit with the culture and values? What is the candidate's long-term potential? In what areas do we need more information? If we hired the candidate, how should we approach the on-boarding plan? What questions should we probe with the candidates references?

Typical "Calibration Meeting" Questions

occupational safety and health act (OSH Act)

U.S. law authorizing the federal govt. to est. and enforce occupational safety and health standards for all places of employment engaging in interstate commerce

Knowing yourself and your own style, needs and motivators Knowing the styles, needs, motivators, etc. of others Discussing differences in styles, needs, etc. with others Building your skills in recognizing behaviors and their implications  Modifying your behaviors as appropriate to work effectively in any given situation

Using the Social Styles approach effectively involves: Success requires both introspection and observation skills

- They are broad concepts or beliefs - They relate to desirable end-states,  behaviors, situations, etc. - They apply across most/all situations - They influence attitudes and behaviors - They can be ordered by relative  importance

Values are a Fundamental Part of Culture Values: Five primary characteristics values lead to attitudes which lead to behaviors

- Leans back - Little facial expression - Limited eye contact - Limited gestures - Facts/data focused

Verbal/Non-Verbal Behaviors of Each Style These are typical behaviors (vs. absolute in all situations) 1. analytical

They are predisposed against change (some people just don't like it) Fear of the unknown and/or fear of failure Lack of trust in the organization, its leadership, etc. Loss of status and/or job security Peer pressure Disruption of tradition, existing relationships, etc. Personality conflicts Poor timing Reward systems not aligned and/or not supporting the change

WHY Do People Resist Change?

Have a good, solid, well-written and professional resume (use a short cover letter/email as appropriate) Understand and be able to clearly articulate your "personal brand" Do research to learn your companies of interest Know who you're interviewing with...titles, roles, etc. Be prepared with some good questions but also with the ability to be impressively interactive Show behaviors that are consistent with the culture and values Be professional and polite with everyone Get a good night's sleep the night before, and be yourself!

Ways to BE A Great Candidate

Clearly identify the targeted "ideal candidate" Effectively use your employee networks Lever industry contacts, association memberships, etc. Maximize the recruiting functionality of your web site Keep in contact with promising "potential candidates" Develop a reputation as a great place to work Use the internet selectively for recruiting Do as good a job with reference checks as possible Develop internal capabilities but go external as necessary

Ways to Get Great Candidates

Formal statements (vision, mission, values, etc.) Design of physical space, the work environment, etc. Slogans, language, acronyms, sayings, etc. Criteria for rewards, recognition, advancement, etc. Stories, specific behavioral events, etc. Activities, metrics, outcomes that the organization tracks/values Organizational structure, systems, processes Leader behavior (modeling, reactions during crisis, etc.)

Ways to Influence/Change Organizational Culture

1. Stories 2. Myths 3. Heroes 4. Symbols 5. Symbolic Acts 6. Language 7. Rites 8. Artifacts 9. Surveys

Ways to Understand an Organization's Culture: 1. Legends about what has happened in the past 2. Dramatic narratives of imagined events; unquestioned beliefs 3. People who have "done it the right way" 4. Icons that show "what we're all about" 5. Single acts that are very memorable 6. Speech that carries a specific message 7. Ceremonies that are visible reminders of values 8. Material objects that express dimensions of culture 9. Quantitative and qualitative information

Call your friends and colleagues and let them know you're on the market (ensure they are appropriately discrete) Call recruiters you know and with whom you have relationships(Strong hint: Return recruiters calls, build relationships, and let themknow if you have names for the searches they call you about) Look online for job boards, posting services, etc. - Professional associations - Tailored sites (e.g., careerbuilder.com) - List of sites can be found at places like:www.quintcareers.com/top_50_sites.html Check websites for companies of interest (look in "careers" area) - By location (e.g., specific geographical area)

When Starting a Job Search... Cannot overstate the importance of networking in a job search

self esteem

a belief about one's own self worth based on an overall self evaluation

core self evaluations

a broad personality trait comprised of 4 narrower individual personality traits: self esteem generalized self efficacy locus of control emotional stability

transitional matrix

a chart that lists job categories held in one period and shows the proportion of employees in each of those job categories in a future period

perception

a cognitive process that enables us to interpret and understand our surroundings

workforce utilization review

a comparison of the proportion of employees in protected groups w/in the proportion that each group represents in the relevant labor market

resilience to change

a composite characteristic reflecting high self esteem, optimism, and an internal locus of control, was positively associated w/ recipients willingness to accommodate or accept a specific organizational change

disparate impact

a condition in which employment practices are seemingly neutral yet disproportionately exclude a protected group from employment opportunities

telepresence

a good example of a technology that enables organizations to change the way they deliver products, coordinate virtual workers, encourage employee collaboration, improve communication, and increase productivity

organization chart

a graphic representation of formal authority and division of labor relationships

attitude

a learned predisposition to respond in a consistently favorable or unfavorable manner w/ respect to a given object

affirmative action

an artificial intervention aimed at giving management a chance to correct an imbalance, an injustice, a mistake, or outright discrimination that occurred in the past

resistance to change

an emotional/behavioral response to real or imagined threats to an est. work routine

reasonable accommodation

an employer's obligation to do something to enable an otherwise qualified person to perform a job

intelligence

an individual's capacity for constructive thinking, reasoning, and problem solving

affirmative action

an organization's active effort to find opportunities to hire or promote people in a particular group

recruiting

any activity carried on by the organization w/ the primary purpose of identifying and attracting potential employees

strategic constituency

any group of individuals who have some stake in the organization ex. resource providers, users of the organization's products or services, producers of the organization's output, groups whose cooperation is essential for the organization's survival, or those whose lives are significantly affected by the organization

emotions

are complex, relatively brief responses to particular info or experiences that change psychological and/or physiological states

realistic job preview

background info about a job's positive and negative qualities

material safety data sheets (MSDSs)

forms on which chemical manufacturers and importers identify the hazards of their chemicals

uniform guidelines on employee selection procedures

guidelines issued by the EEOC and other agencies to identify how an organization should develop and administer its system for selecting employees so as not to violate, antidiscrimination laws

market culture

has a strong external focus and values stability and control

adhocracy culture

has an external focus and values flexibility

clan culture

has an internal focus and values flexibility rather than stability and control

hierarchy culture

has an internal focus, which produces a more formalized and structured work environment, and values stability and control over flexibility

line managers

have the authority to make decisions

referrals

people who apply for a vacancy b/c someone in the organization prompted them to do so

direct applicants

people who apply for a vacancy w/out prompting from the organization

internal locus of control

people who believe they control the events and consequences that affect their lives

change and acquisition

phase requires employees to master important tasks and roles and to adjust to their work group's values and norms

organization development (OD)

planned efforts to help person work and live together more effectively, over time, in their organizations

due process policies

policies that formally lay out the steps an employee may take to appeal the employer's decision to terminate that employee

learning organization

proactively creates, acquires, and transfers knowledge and that changes its behavior on the basis of knowledge about key elements of the team's relevant environment

multiple hurdle model

process of arriving at a selection decision by eliminating some candidates at each stage of the selection process

onboarding

programs help employees to integrate, assimilate, and transition to new jobs by making them familiar w/ corporate policies, procedures, and culture and by clarifying work role expectations and responsibilities

competing values framework (CVF)

provides a practical way for managers to understand, measure, and change organizational culture

fundamental attribution bias

reflects one's tendency to attribute another person's behavior to his or her personal characters, as opposed to situational factors

schema

represents a person's mental picture or summary of a particular event or type of stimulus

implicit cognition

represents any thoughts or beliefs that are automatically activated from memory w/out conscious awareness

concurrent validation

research that consists of administering a test to people who currently hold a job, the comparing their scores to existing measures of job performance

predictive validation

research that uses the test scores of all applicants and looks for a relationship between the scores and future performance of the applicants who were hired

mechanistic organizations

rigid bureaucracies w/ strict rules, narrowly defined tasks, and top down communication

4/5s rule

rule of thumb that finds evidence of potential discrimination if an organization's hiring rate for a minority group is less than 4/5s the hiring rate for the majority group

job hazard analysis technique

safety promotion technique that involves breaking down a job into basic elements, then rating each element for its potential for harm or injury

panel interview

selection interview in which several members of the organization meet to interview each candidate

change agent

someone who is a catalyst in helping organizations to deal w/ old problems in new ways

right to know laws

state laws that require employers to provide employees w/ info about the health risks associated w/ exposure to substances considered hazardous

causal attributions

suspected or inferred causes of behavior

team mental model

team members shared, organized understanding and mental representation of knowledge about key elements of the team's relevant environment

emotional stability

tend to be relaxed, secure, unworried, and less likely to experience negative emotions under pressure

aptitude tests

test that assess how well a person can learn or acquire skills and abilities

emotional intelligence

the ability to manage oneself and one's relationships in mature and constructive ways

office of federal contract compliance programs (OFCCP)

the agency responsible for enforcing the executive orders that cover co. doing business w/ the federal govt.

forecasting

the attempts to determine the supply of and demand for various types of human resources to predict areas w/in the organization where there will be labor shortages or surpluses

personality

the combo of stable physical and mental characteristics that give the individual his or her identity

target elements of change

the components of an organization that may be changed

equal employment opportunity (EEO)

the condition in which all individuals have an equal chance for employment, regardless of their race, color, religion, sex, age, disability, or national origin

espoused values

the explicitly stated values and norms that are preferred by an organization

reliability

the extent to which a measurement is free from random error

validity

the extent to which performance on a measure (such as a test score) is related to what the measure is designed to assess (such as job performance)

utility

the extent to which something provides economic value greater than its cost

span of control

the number of people reporting directly to a given manager

organizational socialization

the process by which a person learns the values, norms, and required behaviors which permit him to participate as a member of the organization

mentoring

the process of forming and maintaining intensive and lasting developmental relationships between a variety of developers (people who provide career and psychosocial support) and a junior person (the protégé, if male; or protégée, if female)

personnel selection

the process through which organizations make decisions about who will or will not be allowed to join the organization

cognitive dissonance

the psychological discomfort a person experiences when his or her attitudes or beliefs are incompatible w/ his or her behavior

developmental relationship strength

the quality of relationships among an individual and those involved in his or her developmental network

mission statement

the reason an organization exists, and an organization's vision is a long term goal that describes what an organization wants to become

organizational culture

the set of shared taken for granted implicit assumptions that a group holds and that determines how it perceives, thinks about, and reacts to its various environments

learned helplessness

the severely debilitating belief that one has no control over one's environment

organizational design

the structures of accountability and responsibility used to develop and implement strategies, and the human resource practices and info and business processes that activate those structures

sexual harassment

unwelcome sexual advances as defined by the EEOC

glass ceiling

used to represent an absolute barrier or solid roadblock that prevented women from advancing to higher level positions

generalizable

valid in other contexts beyond the context in which the selection method was developed

Degree to which a measure (e.g., a test) measures whatit's supposed to measure Described with correlation coefficient (-1.0 to 1.0) Content validity - Face validity Criterion-related validity - Concurrent  - Predictive Validity generalization (VG for short) a variation on this

validity

external factors

w/in the environment (such as a difficult task)

internal factors

within a person (such as ability)