ERIC ED373230: Human Resources. Unit 14. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-14.

28 Pages·1994·0.69 MB·English

by  ERIC

DOCUMENT RESUME
CE 067 064
ED 373 230
Human Resources. Unit 14. Level 2. Instructor Guide.
TITLE
PACE: Program for Acquiring Competence in
Entrepreneurship. Third Edition. Research &
Development Series No. 302-14.
Education and
Ohio State Univ., Columbus. Center or
INSTITUTION
Training for Employment.
PUB DATE
94
28p.; For the complete set, i.e., 21 units, each done
NOTE
at three levels, see CE 067 029-092. Supported by the
International Consortium for Entrepreneurship
Education, the Coleman Foundation, and the Center for
Entrepreneurial Leadership Inc.
Center on Education and Training for Employment, 1900
AVAILABLE FROM
Kenny Road, Columbus, OH 43210-1090 (order no.
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Behavioral Objectives; Business Administration;
DESCRIPTORS
*Business Education; Compensation (Remuneration);
*Competency Based Education; Employer Employee
Relationship; *Entrepreneurship; *Human Resources;
Learning Activities; Personnel Evaluation; *Personnel
Management; Personnel Selection; Postsecondary
Education; Recruitment; Secondary Education; Small
Businesses; Teaching Guides
*Program for Acquiring Competence Entrepreneurship
IDENTIFIERS
ABSTRACT
This instructor guide for a unit on human resources
in the PACE (Program for Acquiring Competence in Entrepreneurship)
curriculum includes the full text of the student module and lesson
plans, instructional suggestions, and other teacher resources. The
competencies that are incorporated into this module are at Level 2 of
learning--planning for a business in one's future. Included in the
instructor's guide are the following: unit objectives, guidelines for
using PACE, lists of teaching suggestions for each unit
objective/subobjective, model assessment responses, and overview of
the three levels of the PACE program. The following materials are
contained in the student's guide: activities to be completed in
preparation for the unit, unit objectives, student reading materials,
individual and group learning activities, case study, discussion
questions, assessment questions, and references. Among the topics
discussed in the unit are the following: steps in hiring employees,
procedures for developing a training program, management styles,
methods for supervising and motivating employees, techniques for
communicating with employees, alternatives for evaluating employee
performance, and steps in developing a comprehensive employee
compensation package. (KC)
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UNIT 14
LEVEL 2
Unit 14
Human Resources
Level 2
HOW TO USE PACE
Use the objectives as a pretest. If a student
is able to meet the objectives, ask him or
her to read and respond to the assessment
PACE
questions in the back of the module.
Program for Atquiring
Competence in
Entrepreneurship
THIRD EDITION
Duplicate the glossary from the Resource
Guide to use as a handout.
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CORER CM EDUCATION
AIM TRANNG FOR EMPLOYMENT
COLLEGE OF EDUCATION
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Use the teaching outlines provided in the
Instructor Guide for assi5 ..nce in focusing
The left side of
your teaching delivery.
Objectives:
each outline page lists objectives with the
corresponding headings (margin questions)
from the unit. Space is provided for you to
Identify the steps involved in hiring employees.
add your own suggestions. Try to increase
student involvement in as many ways as
Describe the procedures for developing a training pro-
possible to foster an interactive learning
gram.
process.
Explain various styles of management.
When your students are ready to do the
Activities, assist them in selecting those
Describe methods for supervising and motivating em-
that you feel would be the most beneficial
ployees.
to their growth in entrepreneurship.
Describe techniques for communicating with employ-
Assess your students on the unit content
MS.
when they indicate they are ready.
You
`4-
Discuss alternatives for evaluating employee perfor-
may choose written or verbal assessments
0
Model re-
according to the situation.
mance.
sponses are provided for each module of
Identify the steps in developing a comprehensive
em-
While these are suggested
each unit.
ployee compensation package.
THIS
responses, others may be equally valid.
"PERMISSION ST TO
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Teaching Suggestions
Objectives
1. IDENTIFY THE STEPS
INVOLVED IN HIRING
EMPLOYEES
Ask local entrepreneurs to provide job descriptions of different
What is job analysis?
positions. Use these forms to explain job analysis.
Gather and distribute handouts of various job descriptions.
What is the job description?
Ask students to give examples of methods entrepreneurs use to re-
How do you recruit new employees?
cruit new employees. Use an overhead or chalkboard to list the
items mentioned by students and add others.
Design a chart that explains how entrepreneurs make their final hir-
How do you make the final selec-
Briefly present important guidelines of the Equal
ing decisions.
tion?
Employment Opportunity Act (EEOC).
2. DESCRIBE THE PROCEDURES
FOR DEVELOPING A TRAINING
PROGRAM
Coordinate a
Lead students in a discussion on employee training.
What is the importance of training?
discussion on the purpose of employee training, and what employ-
ers, and employees expect from these programs.
Invite a local entrepreneur to talk about procedures he/she uses for
What are the procedures for devel-
developing a training program.
oping a training program?
3. EXPLAIN VARIOUS STYLES
OF MANAGEMENT
Use an overhead or chalkboard to list the three types of manage-
What are Theory X, Theory Y, and
ment. Have students discuss a manager's behavior as it applies to
Theory Z?
Explain to students why participative
each management style..
management has become so popular and why many companies have
adopted it.
4. DESCRIBE METHODS FOR
SUPERVISING AND
MOTIVATING EMPLOYEES
Divide the class into two teams. Coordinate a contest between the
What are the characteristics of a
as many characteristics of good
Students should list
teams.
good supervisor?
supervisors as possible.
Invite a guest entrepreneur to speak about methods he/she uses to
How do you motivate employees to
Ask the speaker to differentiate between
motivate employees.
be productive?
extrinsic and intrinsic motivators to help students better understand
the concept.
Teaching Suggestions
Objectives
5. DESCRIBE TECHNIQUES
FOR COMMUNICATING WITH
EMPLOYEES
Lead a discussion that stresses the importance of two-way com-
What methods are available to com-
munication. Have students present their own ideas on how entre-
municate with your employees?
Next, have
preneurs can use two-way communication effectively.
students list what items they believe should be included in a
company handbook. Complete the list and organize the information
to give students a clear understanding of how an employee hand-
book should look.
6. DISCUSS ALTERNATIVES FOR
EVALUATING EMPLOYEE
PERFORMANCE
Emphasize the importance of peer
How do
Repeat the above suggestion.
evaluate
entrepreneurs
evaluation in assessing employee performance.
employee's performance?
7. IDENTIFY THE STEPS IN
DEVELOPING A COMPREHEN-
SIVE EMPLOYEE COMPENSA-
TION PACKAGE
compensaN
Briefly introduce the c5ncepts of employee
fringe
What does employee compensation
benefits, and profit-sharing plans.
include?
Use an overhead or chalkboard to list the steps in developing an
What are the steps in developing an
Have students write the same
employee compensation package.
employee compensation package?
information on individual note cards.
It is important to introduce students to
How do you select an employee
Refer to above suggestion.
the various compensation plans and some of their complexities.
benefit plan?
MODEL ASSESSMENT RESPONSES
There are five steps involved in the hiring process: (1) developing job analysis; (2) formulating job description;
1.
(3) recruiting; (4) interviewing; and (5) making final decisions. (1) The job analysis is the process of studying
the job to determine the tasks, responsibilities, skills, knowledge, and experience required by that job. (2) The
It summarizes the spe-
job description is the written summary of the information collected in the job analysis.
cific job requirements, including duties, responsibilities, the place of the job, the person's qualifications, skills,
(3) Recruiting is the process of screening potential applicants in order to interview them.
and experience.
(4) Interviewing is the process of talking with potential employees on a one-to-one basis. During the interview,
the employer tries to learn whether the interviewee would be a good fit with the position which needs to be
(5) Final selection decisions are made after all employees have been interviewed.
filled.
Developing a training program involves establishing a set of training goals (i.e., what knowledge employees are
2.
training,
to accumulate and what kind of training should be provided). Next, the instruction method, type of
instructor, and educational aids, other written materials, and audiovisual aids are selected. Timing, location,
promotion, and cost-related issues should also be considered. Finally, evaluation and follow-up methods are
considered.
There are three styles of management: autocratic, democratic, and participative. (1) Autocratic managers assign
3.
They may use negative or positive
tasks to employees and indicates how tasks are to be performed.
reinforcement. (2) The democratic management style focuses on assigning tasks to employees, but giving them
the liberty to choose their own methods to accomplish them. (3) The pnticipative management style is based
4
improvement, and lifelong learning in the
on a team approach that emphasizes quality of work, continuous
workplace.
rules;
There are various techniques used to supervise and motivate employees: (1) emphasize skills rather than
4.
what is
(2) set high standards for yourself and subordinates; (3) know your subordinates and try to determine
important to each; (4) listen thoughtfully and objectively; (5) be considerate, courteous and consistent in your
responsibility to
behavior and mood; (6) give directions in terms of suggestions or requests; (7) delegate
employees when appropriate; (8) have faith in your employees and show them you expect the best; (9) keep your
carefully;
employees informed about the business; (10) ask the employees for their suggestions and listen to them
(11) make your employees feel important and valued; (12) give employees, when possible, a chance to take part
in the decision making process; (13) inform your subordinates of their progress or lack of it in a positive way;
yourself;
(14) offer constructive criticism in private, and praise employees in public; (15) set a good example
employees'
(16) be able and prepared to accept criticism; (17) set a good example; (18) be understanding with
problems; (19) allow employees freedom when it produces positive results.
Motivating employees can be achieved through intrinsic and extrinsic motivation. Intrinsic motivation refers
Pay checks, bonuses, participation in
to self-satisfaction, personal reward, and professional accomplishment.
profit-sharing plans, salary raise or fear of losing the job are extrinsic motivators.
Entrepreneurs evaluate their employees in different ways. One simple way is to use profits or sales as a
5.
Another method consists of gathering information from suppliers, distributors, pur-
performance measure.
This can be an important source of
chasers, and customers about how your employees perform their job.
about
evaluation information. In addition, you may want to talk to your employees to learn their perceptions
their colleagues work performance (peer evaluation).
description;
In developing an employee compensation package, entrepreneurs: (1) define the job through a job
6.
(2) evaluate the job, this is, rank jobs by difficulty and responsibility; (3) price the job so that employees can
(4) install the plan to determine how you will
compare their job with other similar jobs with other companies;
provide for individual pay increases; (5) communicate the plan to employees; and (6) appraise employee
performance.
Incorporates the needed competencies for creating and operating a small business at three levels of learning, with experiences and
outcomes becoming progressively more advanced.
Understanding the creation and operation of a business.
Level 1
Planning for a business in your future.
Level 2
Starting and managing your own business.
Level 3
Self-contained Student Modules include: specific objectives, questions supporting the objectives, complete content in form of answers
references. Instructor Guides include the full text
to the questions, case studies, individual activities, group activities, module assessment
Guide includes
of each student module and lesson plans, instructional suggestions, and other resources. PACE,Third Edition, Resource
teaching strategics, references, glossary of terms, and a directory of entrepreneurship assistance organizations.
For information on PACE or to order, contact the Publications Department at the
43210-1090
Center on Education and Training for Employment, 1900 Kenny Road, Columbus, Ohio
[phone], [phone].
`11111MOMMUNI111116.
Support for PACE, Third Edition provided in whole or in part by:
The Coleman Foundation
International Consortium for Entrepreneurship Education
and
International Enterprise Academy
Center for Entrepreneurial Leadership Inc.
t-,
on Education and Training for Employment
Ewing Marion Kauffman Foundation
Center
The Ohio State University
UNIT 14
Human
LEVEL 2
Resources
Your Potential
Nature of
The
Business
Global Markets
as an
Small Business
Business Plan
Business
Opportunities
Entrepreneur
L5
Help for
Types of
Pricing
Marketing
Financing
Location
the
Analysis Strategy
the Business
Ownership
Entrepreneur
Business
Legal
Promotion
Selling
Management
Issues
Risk
Custom'.
Financial
Record
Operations
Management
Credit
Analysis
Keeping
ro r
for Acquiring
ompetence
Entrepreneurship
1CiNTER
ON EDUCATION
AND TRAINING FOR EMPLOYMENT
........../COLLEGE OF EDUCATION
Research & Development Series No. 302-14
THE OHIO STATE UNIVERSITY
HUMAN RESOURCES
BEFORE YOU BEGIN . . .
if this is your first PACE unit.
Consult the Resource Guide for instructions
I.
Unit on the following page. If you think
Read What are the Obeictiyesthis
2.
objectives now, consult your instructor.
you can meet these
These objectives were met at Level 1:
3.
Define human resource management.
it relates to the
Explain the importance of human resource management as
success of a business.
make up human resource
Identify the various responsibilities that
management.
employees.
Describe the obligations employers have to
If you need help with the
unit.
Look for these business terms as you read this
4.
PACE Glossary contained in the
meanings, ask your instructor for a copy of the
Resource Guide.
Motivation
Absenteeism
Performance appraisal
Audits
Supervision
Deferred taxes
Supervisor
Employee benefit plan
Theory X
Employee compensation
Theory Y
Fringe benefits
Theory Z
Human resources
Training and Development
Job analysis
Turnover
Job description
Training for Employment,
Copyright © 1994, Center on Education and
reserved.
The Ohio State University. All rights
3
HUMAN RESOURCES
WHAT ARE THE OBJECTIVES FOR THIS UNIT?
Upon completion of this unit you will be able to
identify the steps involved in hiring employees,
describe the procedures for developing a training program,
explain various styles of management,
describe methods for supervising and motivating employees,
describe techniques for communicating with employees,
discuss alternatives for evaluating employee performance, and
identify the steps in developing a comprehensive employee compensation
package.
supervise your employees, communicate with
WHAT IS THIS UNIT ABOUT?
Then you will
them, and motivate them.
read about evaluating and compensating your
This unit is about managing
employees.
Finding and managing productive employees
your company's most vital assetthe human
is important to small business owners. Pay-
resources.
roll and other employee expenses frequently
make up one of the largest expenditures
small business incur. In addition, the efforts
WHAT IS JOB ANALYSIS?
of employees greatly contribute to customer
Without
satisfaction and repeat business.
good customer relations, the business will
Do you know what it takes to be a produc-
have difficulty surviving, growing, and re-
tive employee? Mainly, it depends on the
turning a profit.
job. For example, a productive salesperson
may not make a good bookkeeper and vice
In this unit you will learn about recruiting
Finding a productive employee re-
versa.
new employees and preparing them to be
quires that you study the job, determine what
productive through the use of training. Once
it consists of, and conclude what kind of
the new employees are working, you must
ti
HOW DO YOU RECRUIT
person it takes to successfully carry out the
responsibilities.
NEW EMPLOYEES?
Job analysis is the process of studying the
job to determine what the tasks and respon-
Recruiting involves obtaining qualified ap-
sibilities are and what knowledge, skills, and
plicants for the job you want to fill. Know-
experience a worker needs. This is the first
ing what kind of person you are looking for
step in finding and hiring a new employee.
makes it much easier to decide where to
If you don't know the job thoroughly and
look. Your job description will help you de-
what it takes to be productive in this posi-
termine what recruiting sources to use.
tion, how will you know what kind of em-
ployee you want?
There are many methods of contacting po-
tential employees. The ones most commonly
The job analysis consists of detailing all the
used by small
business owners are
as
job duties to determine exactly what tasks an
follows:
employee must perform. Based on the tasks
to be performed, you must then determine
Help-wanted signs
what qualifications are necessary.
These
qualifications may be organized into cate-
gories such as education, personal experi-
Newspaper ads
ence, physical skills, and communication
skills. This information is invaluable for the
Word of mouth
of
recruitment
qualified
appropriately
candidateE.
Competitors
WHAT IS THE JOB
agencies
(public
Employment
and
DESCRIPTION?
private)
Employee referrals
The job description is the written
summary
of the information you collect in the job
Family and relatives
It is a comprehensive yet concise
analysis.
overview of the job and it profiles what kind
of person you will want to recruit and hire.
Schools
Ideally, it contains a general statement sum-
marizing what the job involves, a list of the
Trade journals
specific duties and responsibilities, the place
of the job in the overall structure of the
organization, to whom the person must re-
Former employees
port, and education and skills required. The
job description should be no more than one
to two pages.
0
5
Each has its advantages and disadvantages.
Labor, social, and profesiiibnal
Figure 1 simimarizes the positive and nega-
organizations
tive points of each of these methods.
Disadvantages
Advantages
Method
and may get
Doesn't describe job in any
Inexpensive
Help-Wanted Signs
way and may bring in those
wide exposure to those who
with few qualifications.
live near your business.
May not screen out unquali-
Many people are likely to see
Newspaper Ads
feed persons. May bring in
them; may describe job in an
more applicants than you can
attractive way; may direct ap-
efficiently handle.
plicants to respond in person,
by telephone, or by mail.
Doesn't guarantee any re-
Inexpensive
Word of Mouth
sults. May bring in unquali-
fied applicants.
May cause bad feelings be-
Applicants may already be
Competitors
trained and understand the
tween you and your competi-
tors.
business.
Expensive, and may try to
applicants and
Will
Employment Agencies
:_i-een
"sell" you someone you don't
send the most qualified.
want.
Friend of employees may be
Since your employees already
Employee Referrals
recommended without regard
know you and your business,
to qualifications; may be dif-
they may bring in a qualified
ficult to turn down without
This is an inex-
applicant.
hurt feelings.
pensive method.
May not be qualified; may
Because they are related to
Family and Relatives
the
within
you, they take more of an in-
conflict
create
It is
terest in your business.
family.
also an inexpensive method.
Applicants may lack experi-
Applicants may already be
Schools
eager to work; usually inex-
ence.
pensive.
Figure 1. Methods of Contacting Potential Employees
0
I