Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
TEXTBOOK EXAMPLES
EXAMPLE: The Changing Job Market: Millennials, the Gig Economy, and the Episodic
Career
This Example expands on three facets of a changing job market: characteristics of Millennials
(those born between 1981 and the mid-2000s); the rise of independent contractors; and survival
through wage stagnation via emotional resilience, job market understanding, and self-knowledge.
YOUR CALL
1, What kind of skills could you bring to the gig economy?
2. Would you prefer to be a contract worker or to be an employee? Why?
This is an opportunity to explain the various differences between full-time and contract workers.
Explain that there are serious consequences to mislabeling workers.
ADDITIONAL ACTIVITIES
Have students go online and research the gig economy. Here are suggestions for sites you can
direct them to:
And a couple of articles you may want to assign as prep work for this session:
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
How will you define success if you decide on a gig career?
Would you like a gig career? Why or why not?
Do you think the Example is correct in suggesting that more than 50 percent of workers
will be gig workers by 2027?
EXAMPLE: Lies Job Applicants Have Told
This Example describes two of the most common lies applicants tell on their résumés. Applicants
most frequently lie about their education or the employment history, or even both. Real world
examples of these and their consequences are included.
YOUR CALL
Most employers compare résumé data to cover letters, check references, call alma maters, do
background checks, sleuth on Google, and administer skills tests. Now that you know that, would
lie on your résumé? Why or why not?
ADDITIONAL ACTIVITIES
Have students read Lying on Your Résumé? Here’s How You’ll Get Caught.
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–52
helpful information for job, team, and organizational fit. Those opposed feel they can be easily
manipulated, and that they are not only unreliable but also potentially discriminatory.
YOUR CALL
1. Would you be comfortable taking a personality test?
2. Do you think it’s better to honestly answer the questions or to provide ones that make you
appear more suited for the Job? Explain.
3. Also ask the students if they feel it would be okay to use the personality test alone to make a
ADDITIONAL ACTIVITIES
Have the students watch What Is the Big 5 Personality Test? (4:33). This video describes the
positive and negative elements of the Big 5 traits. After watching the video use the following
questions to stimulate class discussion. The discussion may be lively as students consider
different students’ approaches.
Which traits would be most important if you were hiring for:
A used car salesman
EXAMPLE: Keller Williams Realty: Learning for Earning
This Example describes the emphasis Keller Williams Realty puts on training and development.
This company was named the top training organization worldwide in any industry worldwide by
YOUR CALL
ONLINE
VIDEO
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–53
Keller Williams employees and agents average 82 hours of formal learning a year, almost seven
hours a month. Do you think this is excessive? Can organizations spend too much on learning
and development?
Students may look at this question from their own experience with learning at university and
think “Less than one day a month? That’s not much!” The key here is to encourage students to
understand the importance not only of lifelong learning in their field, but also of having
ADDITIONAL ACTIVITIES
If you want students to dig deeper into the use of training in organizations, consider having them
Another way to emphasize this section of the course is to send your students online to research
the different types of training programs provided by organizations. They can access sites such as
1. Were you surprised by the variety of courses available?
2. If you were a fairly new employee, would you be overwhelmed by the amount of training
available?
3. Do you think organizations can simply let employees know that there are a number of
programs available online and let employees choose those they wish to engage in? Or, should
organizations offer detailed guidelines as to which programs would be most beneficial for the
employee?
EXAMPLE: Performance Management at Edward Jones
This Example details the four-step performance management system at Edward Jones & Co., the
largest U.S. securities firm in number of branches and employees. The performance management
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–54
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
process for its 16,000 workers involves 1) defining performance, 2) monitoring and evaluating
performance, 3) reviewing performance, and 4) providing consequences. Evidence of the
excellence of its training process include being named a best place to work, a best workplace for
women, and a top training company.
YOUR CALL
1. What do you think about Edward Jones’ performance management process?
Have students compare the process described in the Example to that laid out in Figure 9.3 in the
text. Does it succeed at each step? How do its consequences encourage continually better
performance? Encourage students to think about the different management activities necessary
at each step.
2. The financial goals for its financial advisors are considered low in comparison to those at
ADDITIONAL ACTIVITIES
Performance Management in Teams
If your class has a term project, consider setting aside a day or part of a day for team
performance reviews. The purpose of this exercise is for students to practice both giving and
receiving performance feedback.
GIVING FEEDBACK
EEC model
Example – what behaviour you have observed
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–55
Effect:
Change:
How can we improve things for next time?
Example:
Effect:
It doesn’t put either of us in a good light.
Change:
What do you think? What can we do to rectify the issue as soon as possible?
Example:
Fiona, I really appreciate your time last week helping me with that spreadsheet.
Effect:
My boss was really impressed with the final result. He said that he was going to pass on his
thanks to your boss.
Change:
IS A CHANGE REQUIRED?
RECEIVING FEEDBACK
If you are not comfortable with a suggested feedback venue, suggest a place to meet where you’d
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
Try not to be defensive when receiving criticism, Sometimes people don’t deliver criticism
particularly constructively, often due to a lack of skills, pressure of other things, lack of time,
moods and temperament, etc.
If one person says that you are a horse, smile at them.
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–57
Print or type the team member’s name on the top of the card. Do not put your name on the cards.
Do not prepare cards with feedback for yourself.
Format of exercise: The performance reviews will take part in four steps. Each team member
will go through the same procedure. For example, if Grace is being evaluated, she will:
Anticipate the feedback she will receive from the group—both good and bad—and tell the group
what she is anticipating.
Use the form on the next page to prepare for your feedback session.
Plan on 5 to 10 minutes per person.
When you come to class next week:
PERSONAL WORKSHEET
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–58
Part II: Identify “No–surprises” and “Surprises.” When you receive your feedback, take a deep
breath! Everyone was “forced” to write about something that could be improved upon. You were
These things are what I expected to hear.
EXAMPLE: Sexual Harassment at Work
Sexual harassment is not new. However, in the last year with the advent of the #MeToo
movement, and the firings and resignations of many prominent men, it is necessary for
YOUR CALL
1. Given that two personality traits are associated with sexual harassment, how can an
organization stop it?
2. Why do you think tolerance for the covering up of sexual harassment and other inappropriate
or illegal behavior seems to be evaporating?
Students will be divided on this. Many will hope this type of behavior will evaporate but not
ADDITIONAL ACTIVITIES
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–59
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Have students watch the TED video How Can We End Sexual Harassment at Work? This video
addresses real, specific, difficult experiences women have undergone in the workplace. Then
lead a class discussion utilizing questions such as:
1. Do you know anyone who has been sexually harassed, or have you been sexually harassed?
Are you willing to share your experience?
2. Do you believe women when they say they have been harassed?
3. What do you think of Ms. Carlson ideas for how to reduce sexual harassment in the
workplace? Do you have any other ideas?
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–60
TEXTBOOK PRACTICAL ACTIONS
PRACTICAL ACTION: The Job Interview: What Employers Are Looking For
This Practical Action walks the students through an interview from the point of view of the
YOUR CALL:
1. What additional questions would you like to be asked that would showcase you as the best
candidate?
2. How would you work into the interview what you want to say?
ADDITIONAL ACTIVITIES
Activity #1
This activity is intended to give the students experience writing interview questions, thinking
through the logic of the process, and actually experiencing what it feels like to interview an
applicant.
Give the following instructions to Student B:
Imagine you are interviewing a candidate as an onsite apartment building manager. The facility
is a multi-level, multi-unit, security conscious operation with age, gender, and ethnic diversity in
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
When the interviews are completed, lead a group discussion about the experience.
What kinds of questions did they ask?
Was the order in which they asked questions important? Would it have been helpful to
have reordered the questions?
Was there a point during the interview when they made up their mind about hiring the
applicant? When and why?
Activity #2
Just for fun!
Ask students:
1. Have they ever made a serious or silly blunder during an interview?
2. How would they react if they were interviewing someone who made one of these blunders?
PRACTICAL ACTION: The Right Way to Handle a Dismissal
This Practical Action gives advice on handling dismissals. Firing an employee is a difficult task,
one that managers generally dislike. Many will carry an employee longer than they should
ADDITIONAL ACTIVITIES
Have students read the Magma Games Inc. case (below). Then conduct a class discussion
ARTICLE
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–62
Lance Wells, CFO for Magma Games Inc., sat at this desk dreading the upcoming meeting with
John Kerlan, a general accountant with the company. He was preparing to terminate John from
Magma. He knew it would be a difficult meeting, but Wells felt the company had done
Kerlan had been hired by Magma two years earlier. At the time, Kerlan was 56 years old and had
come to Magma with considerable experience. When hired, Kerlan signed a written performance
agreement, a patent and confidentiality agreement, and a standard ethics letter. Magma used an
Kerlan’s tenure at Magma was marred by a number of poor performance appraisals and
demotions. In the first quarter after he started work, Kerlan received a poor performance rating
Due to reorganization shortly thereafter, Kerlan was assigned to a different division and
supervisor. His new supervisor, Bob Crane, had prepared a set of objectives for Kerlan. During a
mid–year review of Kerlan’s performance, Crane rated Kerlan’s performance as “needs
improvement.” The review he submitted contained substantive comments to support the rating
Subsequent papers in the file showed Kerlan’s performance did not improve or ever reach the
level expected of someone with his background and skill. In a last-ditch effort to manager
Kerlan, Wells met with Kerlan and gave him the option of being demoted to a general accountant
or being terminated. Kerlan accepted the second demotion with a decrease in salary from
$65,000 to $61,000. A set of new performance objectives were developed for him in his new
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–63
Wells looked up when he heard a knock on his door. It was Kerlan. After a rather formal
greeting, he told Kerlan he was terminated for poor performance and would receive 21 weeks of
severance pay, payment for unused vacation time, and could also use Magma’s outplacement
Exhibit 1: Comments from Kerlan’s First Performance Appraisal
Information furnished not consistently accurate.
Poor supervision of direct reports.
Exhibit 2: Excerpts from Performance Appraisal Conducted by Crane
Lack of solid response and follow-through on specific requests for assistance.
Organization concerning financial aspects of strategy preparation and budgeting was not
good.
QUESTIONS
1. Evaluate the firm’s management of Kerlan’s performance. What are the strengths and
weaknesses of the approach to performance appraisals (i.e., management by objectives.)?
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–64
SELF-ASSESSMENTS
SELF-ASSESSMENT 9.1
Assessing the Quality of HR Practices
This survey is designed to assess the quality of HR practices at students’ current place of
employment.
STUDENT QUESTIONS
1. How did you rate the quality of the company’s HR practices?
2. Based on your responses, what advice would you give the senior HR leader about how to
improve its HR practices? Be specific. What are the consequences of having poor-quality HR
practices? Explain.
SUPPLEMENTAL ACTIVITY
Students should be put into groups based on their Self-Assessment scores. Students who showed
a high quality of HR practices should be grouped together and those who scored low on quality
of HR practices should be grouped together.
High-scoring students should discuss what practices their organization does in order to support
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–65
SELF-ASSESSMENT 9.2
Assessing Your Person-Job Fit
This survey is designed to assess students’ job fit.
STUDENT QUESTIONS
1. What is your level of fit?
2. Whether you have high or low fit, what are the main causes for your level of fit? Explain.
3. What questions might you ask a future recruiter to ensure a higher level of person-job fit? Be
specific.
SUPPLEMENTAL ACTIVITY
Students should be put into groups based on their Self-Assessment scores. Students who showed
a high job fit should be grouped together and those who scored low on job fit should be grouped
together.
Should an emphasis be put on internal or external recruiting?
What about their job fit is lacking? What can be done?
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–66
SELF-ASSESSMENT 9.3 CAREER READINESS
Is a Career in HR Right for You?
This survey is designed to assess students’ skills and interests and determine if a career in human
resources is right for them.
STUDENT QUESTIONS
1. Are you suited for a career in human resources? Which specific aspect of human resources do
you prefer?
2. Look at the top two areas of HR for which you tested as being best suited. Look over the
3. Even if you do not pursue a career in HR, which skills do you feel you should continue to
develop? Explain.
SUPPLEMENTAL ACTIVITY
For this Assessment, it is recommended that instructor again review the different types of HR
career paths with students as a large group. Students may also have questions about particular
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–67
SELF-ASSESSMENT 9.4
Assessing Your Attitudes toward Unions
This survey is designed to assess students’ attitudes toward unions.
STUDENT QUESTIONS
1. Where do you stand on your attitude toward unions? Positive, neutral, or negative?
2. What experiences or events in your life have led to your attitude toward unions? Describe.
What do you think lies in the future for labor unions?
Students may have had personal experiences with unions, good or bad. Moreover, students’
3. Why has there been growing dislike for unions in the United States?
SUPPLEMENTAL ACTIVITY
Students should be put into groups based on their Self-Assessment scores. There should be a
good mix of high and low attitudes toward unions.
Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for
Managerial Success
9–68
GROUP EXERCISES
GROUP EXERCISE #1: CHOOSING THE BEST PERSON FOR THE JOB
Objectives
● To gain further knowledge of the selection process.
● To practice looking for the skills that help HR professionals find the best person for a job.
Introduction
As you learned from this chapter, the recruitment process may turn up a handful of applicants, or
it may turn up thousands. During the selection process, how do hiring managers make their
Instructions
Break into groups of five to six people. Read the following case about Gina, who has applied for
a job at a high-technology company. The company has its own ideas about the ideal applicant,
but it hasn’t given out much information about the company. You are going to try to help Gina
get the job. (Remember, she’s not the only applicant, so she needs to stand out.) After reading
the case:
1. Take a piece of paper and divide it into three columns—the first headed “Past
2. Using these skills as a guide, brainstorm which of these skills you think Gina has. Make
sure you put them in the correct column.
3. Then examine Gina’s case again and come up with as many different skills as you can
The Case
After five years, Gina was laid off as a marketing manager for a high-tech company. “Gina hates
not having a job,” her roommate says. “She always has to have something to do. If not, she’ll