Expert answer:Module 07: Critical Thinking – MGT 521
Solved by verified expert:Directions:For this assignment, you should create a plan to hire an employee for a position within your organization to support a recent change. In this plan, you should include the following:If this should be a person-task fit or a person-organization fitThe hiring criteria you will use to determine the right person for the jobThe selection techniques you will use in the hiring processAny recommendations about what would result in removal of the employee if he/she is not a good fit for the organizationYour well-written paper should meet the following requirements:Be 5-6 pages in length, which does not include the title page, abstract, or required reference page, which are never a part of the content minimum requirements.Use academic writing standards and APA style guidelines.Support your submission with course material concepts, principles and theories from the powerpoint, and at least four scholarly, peer-reviewed journal articles.
seu_mgt521_spector_ioc3_05.pptx
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Implementing Organizational
Change: Theory into Practice
Bert Spector
Chapter 5
People Alignment
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-1
Learning Objectives
Define people alignment and its role in implementing strategic
renewal and organizational change.
Understand how to match selection and recruitment with the
shifting requirements of behavioral change.
Analyze how an organization can help employees gain the new
skills required of the change effort.
Present the particular choices available to organizations as
they seek to align employee competencies with the
requirements of the organization as part of their change
effort.
Analyze the role of removal and replacement in implementing
change.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-2
Building a Vocabulary
▪ People alignment: organizational effects taken
to match the skills and behaviors of employees
within the organization with the business’ strategy.
“In
order to develop required human resource competencies,
organizational leaders need to align the selection, training,
development, and removal of employees with the behavioral
requirements of the desired change.”
“People alignment––getting the right people on the bus and the
wrong people off the bus—is a key to effective change
implementation.”
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-3
Make/Buy Options for Changing Human
Resources
Make:
Training
Alter incentives
Advantage:
Advantage:
Buy:
Recruitment
Selection
Advantage:
Advantage:
Usesexisting
existing knowledge/
Uses
knowledge/
skill base
base
skill
Canquickly
quickly add
add required
Can
required
skill/knowledge
skill/knowledge
Disadvantage:
Disadvantage:
Disadvantage:
May be
be slow;
slow; not
May
notallall
current employees
employees
current
willing or
willing
or able
able
May undercut morale/
commitment of
existing employees
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-4
Components of Training for Change
Component:
Focus:
By:
Knowledge
Development
Developing understanding
within employees of new
strategy and requirements
for change
Classrooms, lectures,
discussion groups,
and so on
Skill
Development
Developing capability within Role‐playing,
employees to enact required experimentation,
real‐time feedback,
new behaviors
and so on
“Training can help convey to employees how their competitive
environment is changing and why their own behaviors need to be altered”
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-5
Building a Vocabulary
▪ Experiential training: focuses on behaviors
and allows employees to “try out” new behaviors
and receive feedback
Training fade-out: the failure of behaviors
learned as part of a training exercise to transfer to
on-the-job experience or that disappear over time
“Training can, under the right circumstances, help employees gain new
behavioral competencies.”
“Watch out for fade out—whatever is learned in a training opportunity
can lose its impact over time.”
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-6
Development and Performance
Feedback
Development
One of the most important
opportunities for developing new
competencies and skills among
existing employees arises from a
simple but powerful mechanism:
feedback. The challenge in using
feedback to development new
competencies is two fold:
1.
2.
To make sure that the feedback is
offered in a way to maximize its
impact on behaviors.
To make sure that the feedback
moves employees toward new
behaviors rather than reinforcing
old behaviors.
Performance Feedback
In a change implementation
process, expectations and
definitions of outstanding
performance are in flux. It
becomes valuable, then, for
employees to evaluate the
performance of employees, as:
1.
It allows an assessment of the
current state.
2.
It helps identify skill gaps.
3.
It identifies poor performers and
potential future leaders.
4.
It targets required
development and training
efforts.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-7
Building a Vocabulary
▪ Performance appraisal: a formal, regularly scheduled
mechanism deigned to provide employees with performance
feedback, typically resulting in a performance rating
▪ 360 degree feedback: performance feedback gathered
from peers, subordinates, supervisors, and customers
“Formal performance appraisals often fail to bring
about the desired behavioral change.”
“Self-appraisal and data from multiple sources can help increase the
validity and effectiveness of performance feedback.”
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-8
Building a Vocabulary
▪ Succession planning: a formal process in which top
executives regularly review all managers at or above a certain
hierarchical level, looking at both performance and potential,
and devise developmental plans for their most promising
individuals.
“Behavioral change requires attention to the behavioral pattern of
those at the top of the organization as well as lower-level
employees.”
“Companies can manage the careers of executives in order to create
a continuous stream of leaders from inside the organization capable
of overseeing and leading effective change.”
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-9
Practices for Developing Executives Capable of
Adaptation and Leading Change
Practices
Outcomes
Structural and design
changes
Delayering, increased span of control, matrix, or
horizontal structures—all of these work to develop
generalists far earlier in their careers and place a greater
premium on interpersonal competencies
Explicit international
movement
Assigning managers to work in a nonnative culture
for a significant period of time develops cross-cultural
awareness and skills that can be vital in a culturally
diverse environment
Career mazes
Explicit lateral movements replace rapid upward
functional mobility with a far broader set of experiences.
Functional blinders are removed, general management
skills are enhanced, and commitment to the organization
as a whole is enlarged
Slower velocity to allow
greater learning
So-called fast-track managers often fail to stay in one
position long enough to deal with the consequences of
their actions (and the reactions of employees).
Learning about and dealing with the consequence of
actions requires greater length of tenure in a position.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-10
Building a Vocabulary
Related to Selecting the “right person”:
▪ Person–task fit: screening and selecting individual employees
based on their ability to perform certain tasks and full specific jobs
▪Person–organization fit: screening and selecting employees
based on congruence between patterns of organizational values and
patterns of individual values
“Employees attracted to and selected by the organization in an earlier
phase are not necessarily the right employees for the newly defined
strategies and goals of the changing organization.”
“Selecting the ‘right’ employees—that is, employees who possess the
values and competencies required of the change—will reduce time, cost,
and other revenues required in later developmental interventions.”
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-11
Person–Organization Fit Screening
Techniques
Text in this color
Standardized,
quantifiable, self-administered
instruments
Paper-and-pencil tests
Advantages:
▪
▪
▪
▪
Easy to administer and score
Inexpensive to use in large scale
Simple to compare
Valid job success predictor
Disadvantages:
▪
▪
Produces homogenous work force
May be resisted/resented by
minority applicants
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-12
Person–Organization Fit Screening
Techniques
Text
in this
color
Behaviorally
anchored
Applicants recount specific
examples of past experiences
interviews
Advantages:
▪
▪
▪
Focuses on specific behaviors
Valid Supplement to other methods
Validity increases when multiple
interviewers score results
Disadvantages:
▪
▪
Deals with recounted rather than
actual behaviors
Can be slow and expensive
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-13
Person–Organization Fit Screening
Techniques
Text in this color
Applicants engage in
role-playing exercise
while observed by screeners
Behavioral simulation
Advantages:
▪
Deals with actual rather than
recounted behaviors
Disadvantages:
▪
Can be slow and expensive
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-14
Behaviorally Anchored Interview
Questions
• Describe a time when you were placed on an ineffective work team and how
you dealt with it.
• Tell me about a specific employee with whom you had difficulty managing
and how you dealt with it.
• Describe how you handled going into a new work situation.
• Describe how you went about learning what was going on in a unit to which
you were just moved.
• Tell me about a change process you were involved in and what role you
played.
• Tell me about the best performing team you ever worked on and what your
contribution was.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-15
Building a Vocabulary
▪ Removal and replacement: a change tool that targets
individuals who cannot or will not adopt behaviors required of
the redesigned organization
▪ Fair process: a widely shared perception that decisions are
being made on the basis of valid criteria
“Don’t count on workforce reductions and employee layoffs to
produce the human resource competencies required to support
strategic renewal and sustain outstanding performance.”
“It is often easier to teach new skills than to develop new values.”
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-16
Factors that Determine Fairness in Removal and
Replacement
Engagement—involving individuals in decisions that impact them, both
at the front end (collecting valid data) and the back end (allowing
individuals to refute ideas and assumptions)
Explanation—making transparent the thinking that underlies decisions
Expectation clarity—making clear the criteria that have been and will
be used for decision making
“Unless Talent Management decisions are viewed by employees as being fair in
process, valid in content, and appropriate in sequence, the decisions can
undermine commitment to change implementation.”
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-17
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any
means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
Printed in the United States of America.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-20
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