SHRM_Chapter_12
阿兹卡班的囚徒第十章英文原文
阿兹卡班的囚徒第十章英文原文1.哈利与赫敏的对话"Hermione,what's wrong?"Harry asked,noticing her concerned expression."It's nothing,"she lied,forcing a weak smile.2.赫敏对时间转换器的担忧"I'm worried about the Time-Turner,"Hermione admitted."What if we mess up history even more?"3.哈利的回忆：父母死亡的真相Harry's thoughts turned to the night his parents had died.It was all so clear now.4.关于小天狼星布莱克的讨论"So,Sirius Black is innocent,"said Harry,summing up."And he's looking for the Time-Turner so he can change his own past."5.时间转换器的使用限制"But we can't use the Time-Turner anymore,"said Hermione firmly."It's too dangerous."6.赫敏对未来的预测"I'm not sure what the future holds,"said Hermione,"but I do know we can't rely on the Time-Turner to fix things for us."7.哈利对伏地魔的新的认识"So Voldemort is using the Time-Turner to go back and create more Horcruxes,"said Harry,realization dawning."He's trying to make himself immortal."8.决定寻找时间转换器"We have to find the Time-Turner,"Harry decided."It's the only way to stop Voldemort."9.赫敏的担忧与决心Hermione bit her lip."I'm scared,"she admitted."But I'm with you all the way."。
TheFiveDysfunctionsofaTeam
The Five Dysfunctions of a TeamPresented by (Marchelle) Max GageATW Training & ConsultingJuly 2013For the Cyclone Chapter of SHRMOur Objectives:Understand the behaviors that most commonly derail teams o Assess individual team member strengths andopportunitieso Appreciate the “Five Dysfunctions of a Team”o Review a few of the suggested “tools” to assist with team developmentThe Five Dysfunctions of a Team*Based on the works of Patrick LencioniDysfunction #1: Absence of Trust —Members of great teams trust one another on a fundamental, emotional level, and they are comfortable being vulnerable with each other about their weaknesses, mistakes, fears, and behaviors. They get to a point where they can be completely open with one another, without filters.Why is this essential ?Dysfunction #2: Fear of Conflict—Teams that trust one another are not afraid to engage in passionate dialogue around issues and decisions thatare key to the organization's success. They do not hesitate to disagree with, challenge, and question one another, all in the spirit of finding the best an-swers, discovering the truth, and making great decisions.Why is this important?Dysfunction #3: Lack of Commitment—Teams that engage in unfiltered conflict are able to achieve genuine buy-in around important decisions, even when various members of the team initially disagree. That is because they ensure that all opinions and ideas are put on the table and considered, giving confidence to team members that no stone has been left unturned.Why is this critical?Dysfunction #4: Avoidance of Accountability—Teams that commit to decisions and standards of performance do not hesitate to hold one another accountable for adhering to those decisions and standards. What's more, they don't rely on the team leader as the primary source of accountability; they go directly to their peers.Why does this matter?Dysfunction #5: Inattention to Results—Teamsthat trust one another, engage in conflict, commit to decisions, and hold one another accountable, are very likely to set aside their individual needs and agendas and focus almost exclusively on what is best for the team. They do not give in to the temptation to place their departments, career aspirations, or ego-driven status ahead of the collective results that define team success.Why is this non-negotiable?Individual ScoringCombine your scores for the fifteen statements as indicatedA score of 8 or 9 indicates that the dysfunction is probably not a problem for your team.A score of 6 or 7 indicates that the dysfunction could be a problem.A score of 3 to 5 indicates that the dysfunction needs to be addressed.Building TrustPERSONAL HISTORIES EXERCISEAnswer the following questions about yourself.1.Where did you grow up?2.How many siblings do you have and where do you fall in thesibling order (oldest, youngest, etc.)?3.What was the most difficult, important, or unique challenge ofyour childhood—of being a kid?4.Describe a time when you felt the most frightened.5.What was your first job? Your worst job?6.Other than your parents, who had the greatest positive impacton you? What did the person do? How did you feel about it?❝Wha t did you learn about your “colleague” that you did not know?❝How could this exercise help you if you were on the same team?❝How could you implement this with your team?Mastering ConflictCONFLICT PROFILING EXERCISE1.What do you know about yourself that might affect yourperception of and ability to engage in conflict?2.What was the conflict environment in your home while you weregrowing up? Were there spirited conversations, or did yourfamily avoid difficult conversations?3.In what geographic area were you raised? What conflict stylewas accepted and expected?4.What professional experiences have influenced your ability toengage in unfiltered debate?What did you learn about your colleagues’ background and experience with conflict that you did not know?How might this information affect your team’s ability to engage in meaningful conflict?CONFLICT NORMING EXERCISEThis exercise is designed to formalize the expectations this team hasabout how to engage in meaningful conflict.Individually, write down your preferences in each area below, as theyrelate to meaningful conflict.1.What kind of language and tone of voice should be used inmeaningful conflict situations?2.What emotions should be evident? What emotions should besuppressed?3.To what extent should team members be involved andparticipate in the conflict?4.What other expectations do you have?As a group, answer these questions.∙What do the collective preferences seem to be?∙Where were there differences in opinion?Things to Remember:∙Good conflict among team members requires trust, which is all about engaging in passionate, unfiltered debate.∙Conflict will at times be uncomfortable.∙Conflict norms must be discussed and made clear among the team.∙The fear of conflict should not deter a team from having regular, meaningful, productive debate.Lack of CommitmentTools: Establishing a Thematic Goal❝ A Thematic Goal is a single overarching theme that remains the top priority of the entire team for a given period of time.❝It serves as a rallying cry for the team and often helps align other parts of the organization.•Write down your answer to this question:•What do you think is the single most important goal to achieve during the next _______ months if our team is to consider itself successful?•Defining Objectives (to support thematic goal)•Stand Operating Objectives (always important, do not go away) Rules of Engagement•Principles that your team agrees to:–The structure and schedule for meetings–Acceptable behavior during meetings–The extent to which being on time to meetings is a priority–The preferred methods (email, text, etc.) forcommunicating with one another and the norms aroundhow to use each method–The timeliness of responding to one another–The use of shared resourcesThe level of freedom we have when interacting with oneanother's staff–The extent to which we will be available during non-work hours for meetings or to answer questionsAvoidance of AccountabilityFeedback Model∙Situation OR∙Task∙Action∙Result∙Alternative Action∙Alternative Result❝“During our departmental meeting yesterday (Situation), I saw you roll your eyes, frown, and roll back your chair away from the table when Robertaoffered her suggestions on the project (Action). When you did this, I felt you were not open to what she had to say and may have caused her to feel lessvalued as a contributor.” (Result)❝Next time when you disagree with what Roberta has to say, capture your thoughts on paper and refrain from moving away from the table (AlternativeAction). She will be able to complete her thoughts and then we can listen toyour perspective (Alternative Result).Lightning Round•Used at beginning of regular meetings•Ask team members to each take no more than 30 seconds to update the team about their 3 top priorities that week.•If anyone on the team feels that a given team member is spending time unwisely, or that there is greater need for aperson’s time and energy to another area, this is the place to call the question.•(**Assumes a level of trust, openness to conflict, and original commitment to the team’s goals.**)Fundamental #5Inattention to ResultsTools: Establishing a Team Scoreboard∙Our Thematic Goal∙How will we know when we have reached our Thematic Goal?∙What are some ways in which we can track progress toward our goal?∙What kind of “scorecard” will help us stay focuse d on the goal and able to see our progress?。
加里德斯勒_人力资源管理
1–9
Line and Staff Aspects of HRM
• Line Manager
➢ Is authorized (has line authority) to direct the work of subordinates and is responsible for accomplishing the organization’s tasks.
5. List and briefly describe important trends in human resource management.
6. Define and give an example of evidence-based human resource management.
7. Outline the plan of this book.
• Staff Manager
➢ Assists and advises line managers. ➢ Has functional authority to coordinate personnel activities
and enforce organization policies.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
• Looking ahead: Using evidence-based HRM to measure the value of HR activities in achieving those goals.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
《哈利波特与秘室》第13章《绝密日记》中英文对照学习版
中英文对照学习版Harry Potter and the Chamber of Secrets《哈利波特与密室》Chapter ThirteenThe Very Secret Diary第13章绝密日记Hermione remained in the hospital wing for several weeks. There was a flurry of rumour about her disappearance when the rest of the school arrived back from their Christmas holidays, because of course everyone thought that she had been attacked. So many stud ents fil ed past the hospital wing trying to catch a glimpse of her that Madam Pomfrey took out her curtains again and placed them around Hermione's bed, to spare her the shame of being seen with a furry face.赫敏在医院病房里住了几个星期。
别的同学过完圣诞节回到学校后，对她的失踪议论纷纷，大家都理所当然地以为她遭到了攻击。
所以，学生们排着队走过医院，想看她一眼。
庞弗雷女士不得不再次取出她的布帘子，挂在赫敏的病床周围，不让别人看见她毛茸茸的脸，免得她感到羞愧难当。
Harry and Ron went to visit her every evening. When the new term started, they brought her each day's homework.哈利和罗恩每天晚上都去看她。
Strategy and Human Resource Management
Industrial&Labor Relations Review Volume57,Issue12003Article84Strategy and Human Resource Management Peter Boxall∗John Purcell†∗,†,Copyright c 2003by the authors.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,elec-tronic,mechanical,photocopying,recording,or otherwise,without the prior written permis-sion of the publisher,bepress,which has been given certain exclusive rights by the author.In-dustrial&Labor Relations Review is produced by The Berkeley Electronic Press(bepress). /ilrreviewBOOK REVIEWS145part-time workers equitably with respect to to-tal compensation.Not only should public policy help to ensure that workers receive good jobs with adequate benefits, it should also aid in the creation of more jobs for the future through improved fiscal, monetary, and trade policy. In the fiscal realm, Sicker suggests reducing or eliminating corporate subsidies and using these additional funds to subsidize work, for example by offering employers wage rebates in times of sluggish labor markets, or by rewarding them for job creation. With respect to monetary policy, Sicker dismisses the notion of the natural rate of un-employment as empirically unsupported, and argues that monetary policy-makers should put strong economic growth first, rather than low inflation. Last, he argues that trade policy has focused too much on unregulated trade and capital flows and that the incorporation of worker rights in trade agreements could sup-port the creation of good jobs. Without such active employment and economic policies, Sicker argues, there will not be enough good jobs for the coming generations of older work-ers.The book is a very sensible, insightful, and provocative analysis of the trends that are likely to influence the creation of good jobs. It chal-lenges the notion that older workers will find meaningful employment to support them as they age, and it challenges policy-makers to address this apparent divergence between pre-diction and reality.I n arguing his point, Sicker takes to task many sacred cows of economists, including the natural rate of unemployment and the trend toward unregulated trade and capital flows. Economists have increasingly questioned the validity of the natural rate hypothesis, as the book illustrates in its references to the work by the late Robert Eisner, by James Galbraith, and by Paul Omerod. Moreover, Sicker touches upon the ongoing discussion among econo-mists over the benefits of unregulated trade and capital flows. This discussion has been partly fueled by examples of job losses outside low-skill occupations, which directly contradict the theoretical predictions of neoclassical economic theory. For instance, Sicker points to the De-partment of Labor’s certification of trade-re-lated job losses at GE and Hughes Aircraft. On this matter as on others, Sicker weighs the exist-ing evidence from various sources, including academic studies, think tanks, and the media, in a balanced manner.Most of the trends the book highlights as responsible for the disappearance of good job opportunities have continued, and some have intensified, since 2000. As the economy and the stock market unraveled, firms began to lay off workers and to reduce benefits, especially pen-sion and health benefits, and the government restricted active fiscal policy, concentrating in-stead on seeking new trade agreements to gen-erate demand for American-made products.One subject regrettably missing from the book is the status of older workers’ health and of their retiree health care coverage. Many older workers—between 10% and 20% of them, according to various estimates—suffer from health problems serious enough to make con-tinued work impractical; and yet many firms have ceased offering retiree health care cover-age to their workers. Sicker’s omission of this subject is especially surprising since it seems a strong example of the declining commitment of employers to their employees that he dis-cusses at some length.That shortcoming aside, the book is an in-sightful contribution to the literature on the social consequences of an aging society. I t provides cogent reasons to doubt rosy predic-tions of abundant job opportunities for older workers in the years ahead, and challenges read-ers to consider realistic policy options to create meaningful job opportunities for the growing share of the population that is elderly or near elderly.Christian E. Weller EconomistEconomic Policy InstituteHuman Resources,Management, and PersonnelStrategy and Human Resource Management. By Peter Boxall and John Purcell. New York: Palgrave Macmillan, 2003. 299 pp. ISBN 0-333-77820-0, $29.95 (paper).The increasing importance of people to or-ganizational success corresponds with the rise of Strategic Human Resource Management (SHRM) as a field of study worldwide. Research on SHRM issues has grown exponentially over the past ten years. Originating as it has, how-ever, across diverse academic disciplines (for example, psychology, sociology, economics) and geographic regions (although primarily Europe and the United States), this literature has been146INDUSTRIAL AND LABOR RELATIONS REVIEWin need of integration and synthesis. Boxall and Purcell’s Strategy and Human Resource Manage-ment provides a thorough review of this eclectic literature in a framework that makes it easy for the reader to grasp the field’s evolution and current state of thinking. I see this outstanding book as distinguishing itself from other similar efforts in three important ways.First, it fairly considers both U.S. and Euro-pean perspectives on SHRM, which differ in important ways. Most researchers in the United States adopt an implicitly managerialist ap-proach, focusing on how HR can benefit share-holders, while researchers in Europe empha-size the importance of balancing the interests of multiple stakeholders such as employees, unions, governments, and society. The Euro-pean view tends to emphasize the importance of context; the U.S. view, “best practice.” Boxall and Purcell do an outstanding job of accurately representing these different viewpoints, par-ticularly in how they affect research and prac-tice. When pressed, it seems clear that they, not surprisingly, adhere to a more European view, but their presentation is both fair and balanced. Chapter 1 makes a strong case for how HRM can affect business performance, and a recurring theme throughout the book is that properly managed human resources will benefit share-holders. The authors do not create an artificial either/or distinction, but simply focus readers on the fact that increased business performance is only one positive outcome from the effective management of people.Second, whereas often the tendency in cover-ing SHRM is to emphasize the current state of the art, focusing only on the most recent devel-opments in research and thinking, Boxall and Purcell’s treatment of the field dwells more on its evolution. Consistent with the European emphasis on understanding “context,” these authors invariably present topics from the stand-point of how thinking and practice have devel-oped over time, often exploring the critical factors driving that evolution, such as techno-logical change, economic cycles, and govern-ment intervention. One clear value of this approach is the help it offers in answering a question the authors often pose: is the current state completely unique and never seen before, or simply the latest return of some phase in a recurring cycle? This brings the concepts of both dynamism and predictability to our under-standing of how the whole SHRM knowledge base has evolved. In particular, Chapters 5–8 thoroughly cover the evolution and context of research and practice with regard to the con-cepts of work systems, models of employment, managing individual performance and devel-opment, and employee voice.Third, satisfying the promise implied by the book’s title, the authors do a tremendous job of discussing the basic concepts of strategy on their own merits. Too many presentations of SHRM begin and end with HRM, exploring strategy in shallow and superficial ways, and probably only insofar as the concepts directly link to HRM. I believe that it is impossible to study SHRM without a relatively deep knowl-edge of strategy, and the authors of this book demonstrate such knowledge. Chapter 2 dis-cusses the strategic decision-making process, Chapter 4 presents a deep analysis of the re-source-based view of the firm, Chapter 9 ex-plores the dynamics of industry-based competi-tion, and Chapter 10 does the best job I have seen of examining the distinct issues that arise from distinguishing between corporate-level and business-level strategy. I n each case, the au-thors accurately represent strategic concepts based in the strategy literature. Only after presenting these concepts do they examine the implications for HRM. Clearly, this is a book about strategy and HRM, not simply about stra-tegic HRM.I find little to fault in Boxall and Purcell’s book. It accurately and thoroughly reviews the evolution and context of both research and practice in the area of SHRM, and integrates and synthesizes the burgeoning literature on the subject. For those interested in understand-ing the current state of the field, this book is a must read.Patrick M. Wright Professor of Human Resource StudiesNew York State School ofIndustrial and Labor RelationsCornell UniversityInternational andComparative Industrial RelationsTransforming Gender and Development in East Asia.Edited by Esther Ngan-ling Chow. London and New York: Routledge, 2002. 263 pp. I SBN 0-415-92492-8, $22.95 (pa-per).The gender-blindness and androcentrism of mainstream scholarship on East Asian develop-ment is particularly shocking when women are。
Reviewer1（CommentstotheAuthor）-Nature
Dear Editor,Please, find below the itemized list of the corrections brought to our ms (N°NPP-07-0364RR) on the basis of the last reviewers comments.Reviewer #11.There is only one major concern about the question.... "that recent studies... of cha nges in 5-HT RNAm and protein expression induced by memory formation and drugs..., eventually lead to arborization? The authors in the rebuttal letter stated that: "It is likely they might contribute. The point is that we do not know how these 5-HT protein and RNAm receptors are expressed in the mouse brain so that we cannot speculate on their role in promoting dendritic spine growth in mice treated with the 5-HT4Rs agonist". However, in the new introduction authors mentioned that "there is not yet evidence that such compounds enhance learning-induced structural plasticity" (last lines of the first paragraph). This last statement seems speculative and/or not justified by the available evidence.This statement has been deleted along with the following reference:Izquierdo I, Medina JH (1995) Correlation between the pharmacolog y of long-term potentiation and the pharmacology of memory. Neurobiol Learn Mem 63:19-32Associate editor1. I was surprised that the authors did the control experiment reviewer #3 requested (i.e. to check spine densities in cortical regions unassociated with olfactory memory) but make no mention of these results in the Discussion.A sentence in the discussion section (1st paragraph) states now that, in mice trained or pseudo trained in the OTM, “the compound was not found modify spine density on pyramidal neurons laying in the primary visual cortex area, a region unrelated to the memory pathways”2. I am still concerned about the small number of experimental subjects that make up each group. A concern is that the effect sizes reported are not huge and this statistic is only reported in the legends to Figures 1 and 3 yet they refer to significant effects in figures 2 and 4 as well but give no values in the figure legends.In the revised version of the manuscript the sample size issue was addressed replicating experiments. The main effect (SL65.0155 enhancing learning-induced spine growth) was observed (i) across different batches thus increasing its internal validity and (ii) on several related measurements (behaviour and morphology of apical, oblique and basal dendrites). Keeping in mind that the C57Bl/6 strain is an inbred strain (showing minimal inter-individual variability in behaviour and brain characteristics) it is rather customary using 6-8 per group. Moreover, unbiased sampling procedures applied throughout the experiment (blind counting of spines, random selection of the brains t o be processed for spine analysis) made us comfortable with the validity of the statistical results.The statistical values are now reported also in figures 2 and 4. In addition, new symbols indicating t he correct p-level for post-hoc tests have been added to figure 2.Minor changes1. Text (Typographical errors corrected)Page 8, paragraph title: correct concentration for SL65.0155 is 0.01mg/KgPage 8, line 8 and last line: correct name is RS39604Page 8, line 9: correct name is SL65.01552. FiguresSymbols indicating p level have been changed on figure 2 according to post–hoc results described in the results section.3. Acknowledgment section has been addedWe thank the reviewers for their suggestions along with their positive comments and hope that our manuscript can be now considered for publication in Neuropsychopharmacology.Martine A mmassari-TeuleCorresponding author。
OSHA现场作业手册说明书
DIRECTIVE NUMBER: CPL 02-00-150 EFFECTIVE DATE: April 22, 2011 SUBJECT: Field Operations Manual (FOM)ABSTRACTPurpose: This instruction cancels and replaces OSHA Instruction CPL 02-00-148,Field Operations Manual (FOM), issued November 9, 2009, whichreplaced the September 26, 1994 Instruction that implemented the FieldInspection Reference Manual (FIRM). The FOM is a revision of OSHA’senforcement policies and procedures manual that provides the field officesa reference document for identifying the responsibilities associated withthe majority of their inspection duties. This Instruction also cancels OSHAInstruction FAP 01-00-003 Federal Agency Safety and Health Programs,May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045,Revised Field Operations Manual, June 15, 1989.Scope: OSHA-wide.References: Title 29 Code of Federal Regulations §1903.6, Advance Notice ofInspections; 29 Code of Federal Regulations §1903.14, Policy RegardingEmployee Rescue Activities; 29 Code of Federal Regulations §1903.19,Abatement Verification; 29 Code of Federal Regulations §1904.39,Reporting Fatalities and Multiple Hospitalizations to OSHA; and Housingfor Agricultural Workers: Final Rule, Federal Register, March 4, 1980 (45FR 14180).Cancellations: OSHA Instruction CPL 02-00-148, Field Operations Manual, November9, 2009.OSHA Instruction FAP 01-00-003, Federal Agency Safety and HealthPrograms, May 17, 1996.Chapter 13 of OSHA Instruction CPL 02-00-045, Revised FieldOperations Manual, June 15, 1989.State Impact: Notice of Intent and Adoption required. See paragraph VI.Action Offices: National, Regional, and Area OfficesOriginating Office: Directorate of Enforcement Programs Contact: Directorate of Enforcement ProgramsOffice of General Industry Enforcement200 Constitution Avenue, NW, N3 119Washington, DC 20210202-693-1850By and Under the Authority ofDavid Michaels, PhD, MPHAssistant SecretaryExecutive SummaryThis instruction cancels and replaces OSHA Instruction CPL 02-00-148, Field Operations Manual (FOM), issued November 9, 2009. The one remaining part of the prior Field Operations Manual, the chapter on Disclosure, will be added at a later date. This Instruction also cancels OSHA Instruction FAP 01-00-003 Federal Agency Safety and Health Programs, May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045, Revised Field Operations Manual, June 15, 1989. This Instruction constitutes OSHA’s general enforcement policies and procedures manual for use by the field offices in conducting inspections, issuing citations and proposing penalties.Significant Changes∙A new Table of Contents for the entire FOM is added.∙ A new References section for the entire FOM is added∙ A new Cancellations section for the entire FOM is added.∙Adds a Maritime Industry Sector to Section III of Chapter 10, Industry Sectors.∙Revises sections referring to the Enhanced Enforcement Program (EEP) replacing the information with the Severe Violator Enforcement Program (SVEP).∙Adds Chapter 13, Federal Agency Field Activities.∙Cancels OSHA Instruction FAP 01-00-003, Federal Agency Safety and Health Programs, May 17, 1996.DisclaimerThis manual is intended to provide instruction regarding some of the internal operations of the Occupational Safety and Health Administration (OSHA), and is solely for the benefit of the Government. No duties, rights, or benefits, substantive or procedural, are created or implied by this manual. The contents of this manual are not enforceable by any person or entity against the Department of Labor or the United States. Statements which reflect current Occupational Safety and Health Review Commission or court precedents do not necessarily indicate acquiescence with those precedents.Table of ContentsCHAPTER 1INTRODUCTIONI.PURPOSE. ........................................................................................................... 1-1 II.SCOPE. ................................................................................................................ 1-1 III.REFERENCES .................................................................................................... 1-1 IV.CANCELLATIONS............................................................................................. 1-8 V. ACTION INFORMATION ................................................................................. 1-8A.R ESPONSIBLE O FFICE.......................................................................................................................................... 1-8B.A CTION O FFICES. .................................................................................................................... 1-8C. I NFORMATION O FFICES............................................................................................................ 1-8 VI. STATE IMPACT. ................................................................................................ 1-8 VII.SIGNIFICANT CHANGES. ............................................................................... 1-9 VIII.BACKGROUND. ................................................................................................. 1-9 IX. DEFINITIONS AND TERMINOLOGY. ........................................................ 1-10A.T HE A CT................................................................................................................................................................. 1-10B. C OMPLIANCE S AFETY AND H EALTH O FFICER (CSHO). ...........................................................1-10B.H E/S HE AND H IS/H ERS ..................................................................................................................................... 1-10C.P ROFESSIONAL J UDGMENT............................................................................................................................... 1-10E. W ORKPLACE AND W ORKSITE ......................................................................................................................... 1-10CHAPTER 2PROGRAM PLANNINGI.INTRODUCTION ............................................................................................... 2-1 II.AREA OFFICE RESPONSIBILITIES. .............................................................. 2-1A.P ROVIDING A SSISTANCE TO S MALL E MPLOYERS. ...................................................................................... 2-1B.A REA O FFICE O UTREACH P ROGRAM. ............................................................................................................. 2-1C. R ESPONDING TO R EQUESTS FOR A SSISTANCE. ............................................................................................ 2-2 III. OSHA COOPERATIVE PROGRAMS OVERVIEW. ...................................... 2-2A.V OLUNTARY P ROTECTION P ROGRAM (VPP). ........................................................................... 2-2B.O NSITE C ONSULTATION P ROGRAM. ................................................................................................................ 2-2C.S TRATEGIC P ARTNERSHIPS................................................................................................................................. 2-3D.A LLIANCE P ROGRAM ........................................................................................................................................... 2-3 IV. ENFORCEMENT PROGRAM SCHEDULING. ................................................ 2-4A.G ENERAL ................................................................................................................................................................. 2-4B.I NSPECTION P RIORITY C RITERIA. ..................................................................................................................... 2-4C.E FFECT OF C ONTEST ............................................................................................................................................ 2-5D.E NFORCEMENT E XEMPTIONS AND L IMITATIONS. ....................................................................................... 2-6E.P REEMPTION BY A NOTHER F EDERAL A GENCY ........................................................................................... 2-6F.U NITED S TATES P OSTAL S ERVICE. .................................................................................................................. 2-7G.H OME-B ASED W ORKSITES. ................................................................................................................................ 2-8H.I NSPECTION/I NVESTIGATION T YPES. ............................................................................................................... 2-8 V.UNPROGRAMMED ACTIVITY – HAZARD EVALUATION AND INSPECTION SCHEDULING ............................................................................ 2-9 VI.PROGRAMMED INSPECTIONS. ................................................................... 2-10A.S ITE-S PECIFIC T ARGETING (SST) P ROGRAM. ............................................................................................. 2-10B.S CHEDULING FOR C ONSTRUCTION I NSPECTIONS. ..................................................................................... 2-10C.S CHEDULING FOR M ARITIME I NSPECTIONS. ............................................................................. 2-11D.S PECIAL E MPHASIS P ROGRAMS (SEP S). ................................................................................... 2-12E.N ATIONAL E MPHASIS P ROGRAMS (NEP S) ............................................................................... 2-13F.L OCAL E MPHASIS P ROGRAMS (LEP S) AND R EGIONAL E MPHASIS P ROGRAMS (REP S) ............ 2-13G.O THER S PECIAL P ROGRAMS. ............................................................................................................................ 2-13H.I NSPECTION S CHEDULING AND I NTERFACE WITH C OOPERATIVE P ROGRAM P ARTICIPANTS ....... 2-13CHAPTER 3INSPECTION PROCEDURESI.INSPECTION PREPARATION. .......................................................................... 3-1 II.INSPECTION PLANNING. .................................................................................. 3-1A.R EVIEW OF I NSPECTION H ISTORY .................................................................................................................... 3-1B.R EVIEW OF C OOPERATIVE P ROGRAM P ARTICIPATION .............................................................................. 3-1C.OSHA D ATA I NITIATIVE (ODI) D ATA R EVIEW .......................................................................................... 3-2D.S AFETY AND H EALTH I SSUES R ELATING TO CSHO S.................................................................. 3-2E.A DVANCE N OTICE. ................................................................................................................................................ 3-3F.P RE-I NSPECTION C OMPULSORY P ROCESS ...................................................................................................... 3-5G.P ERSONAL S ECURITY C LEARANCE. ................................................................................................................. 3-5H.E XPERT A SSISTANCE. ........................................................................................................................................... 3-5 III. INSPECTION SCOPE. ......................................................................................... 3-6A.C OMPREHENSIVE ................................................................................................................................................... 3-6B.P ARTIAL. ................................................................................................................................................................... 3-6 IV. CONDUCT OF INSPECTION .............................................................................. 3-6A.T IME OF I NSPECTION............................................................................................................................................. 3-6B.P RESENTING C REDENTIALS. ............................................................................................................................... 3-6C.R EFUSAL TO P ERMIT I NSPECTION AND I NTERFERENCE ............................................................................. 3-7D.E MPLOYEE P ARTICIPATION. ............................................................................................................................... 3-9E.R ELEASE FOR E NTRY ............................................................................................................................................ 3-9F.B ANKRUPT OR O UT OF B USINESS. .................................................................................................................... 3-9G.E MPLOYEE R ESPONSIBILITIES. ................................................................................................. 3-10H.S TRIKE OR L ABOR D ISPUTE ............................................................................................................................. 3-10I. V ARIANCES. .......................................................................................................................................................... 3-11 V. OPENING CONFERENCE. ................................................................................ 3-11A.G ENERAL ................................................................................................................................................................ 3-11B.R EVIEW OF A PPROPRIATION A CT E XEMPTIONS AND L IMITATION. ..................................................... 3-13C.R EVIEW S CREENING FOR P ROCESS S AFETY M ANAGEMENT (PSM) C OVERAGE............................. 3-13D.R EVIEW OF V OLUNTARY C OMPLIANCE P ROGRAMS. ................................................................................ 3-14E.D ISRUPTIVE C ONDUCT. ...................................................................................................................................... 3-15F.C LASSIFIED A REAS ............................................................................................................................................. 3-16VI. REVIEW OF RECORDS. ................................................................................... 3-16A.I NJURY AND I LLNESS R ECORDS...................................................................................................................... 3-16B.R ECORDING C RITERIA. ...................................................................................................................................... 3-18C. R ECORDKEEPING D EFICIENCIES. .................................................................................................................. 3-18 VII. WALKAROUND INSPECTION. ....................................................................... 3-19A.W ALKAROUND R EPRESENTATIVES ............................................................................................................... 3-19B.E VALUATION OF S AFETY AND H EALTH M ANAGEMENT S YSTEM. ....................................................... 3-20C.R ECORD A LL F ACTS P ERTINENT TO A V IOLATION. ................................................................................. 3-20D.T ESTIFYING IN H EARINGS ................................................................................................................................ 3-21E.T RADE S ECRETS. ................................................................................................................................................. 3-21F.C OLLECTING S AMPLES. ..................................................................................................................................... 3-22G.P HOTOGRAPHS AND V IDEOTAPES.................................................................................................................. 3-22H.V IOLATIONS OF O THER L AWS. ....................................................................................................................... 3-23I.I NTERVIEWS OF N ON-M ANAGERIAL E MPLOYEES .................................................................................... 3-23J.M ULTI-E MPLOYER W ORKSITES ..................................................................................................................... 3-27 K.A DMINISTRATIVE S UBPOENA.......................................................................................................................... 3-27 L.E MPLOYER A BATEMENT A SSISTANCE. ........................................................................................................ 3-27 VIII. CLOSING CONFERENCE. .............................................................................. 3-28A.P ARTICIPANTS. ..................................................................................................................................................... 3-28B.D ISCUSSION I TEMS. ............................................................................................................................................ 3-28C.A DVICE TO A TTENDEES .................................................................................................................................... 3-29D.P ENALTIES............................................................................................................................................................. 3-30E.F EASIBLE A DMINISTRATIVE, W ORK P RACTICE AND E NGINEERING C ONTROLS. ............................ 3-30F.R EDUCING E MPLOYEE E XPOSURE. ................................................................................................................ 3-32G.A BATEMENT V ERIFICATION. ........................................................................................................................... 3-32H.E MPLOYEE D ISCRIMINATION .......................................................................................................................... 3-33 IX. SPECIAL INSPECTION PROCEDURES. ...................................................... 3-33A.F OLLOW-UP AND M ONITORING I NSPECTIONS............................................................................................ 3-33B.C ONSTRUCTION I NSPECTIONS ......................................................................................................................... 3-34C. F EDERAL A GENCY I NSPECTIONS. ................................................................................................................. 3-35CHAPTER 4VIOLATIONSI. BASIS OF VIOLATIONS ..................................................................................... 4-1A.S TANDARDS AND R EGULATIONS. .................................................................................................................... 4-1B.E MPLOYEE E XPOSURE. ........................................................................................................................................ 4-3C.R EGULATORY R EQUIREMENTS. ........................................................................................................................ 4-6D.H AZARD C OMMUNICATION. .............................................................................................................................. 4-6E. E MPLOYER/E MPLOYEE R ESPONSIBILITIES ................................................................................................... 4-6 II. SERIOUS VIOLATIONS. .................................................................................... 4-8A.S ECTION 17(K). ......................................................................................................................... 4-8B.E STABLISHING S ERIOUS V IOLATIONS ............................................................................................................ 4-8C. F OUR S TEPS TO BE D OCUMENTED. ................................................................................................................... 4-8 III. GENERAL DUTY REQUIREMENTS ............................................................. 4-14A.E VALUATION OF G ENERAL D UTY R EQUIREMENTS ................................................................................. 4-14B.E LEMENTS OF A G ENERAL D UTY R EQUIREMENT V IOLATION.............................................................. 4-14C. U SE OF THE G ENERAL D UTY C LAUSE ........................................................................................................ 4-23D.L IMITATIONS OF U SE OF THE G ENERAL D UTY C LAUSE. ..............................................................E.C LASSIFICATION OF V IOLATIONS C ITED U NDER THE G ENERAL D UTY C LAUSE. ..................F. P ROCEDURES FOR I MPLEMENTATION OF S ECTION 5(A)(1) E NFORCEMENT ............................ 4-25 4-27 4-27IV.OTHER-THAN-SERIOUS VIOLATIONS ............................................... 4-28 V.WILLFUL VIOLATIONS. ......................................................................... 4-28A.I NTENTIONAL D ISREGARD V IOLATIONS. ..........................................................................................4-28B.P LAIN I NDIFFERENCE V IOLATIONS. ...................................................................................................4-29 VI. CRIMINAL/WILLFUL VIOLATIONS. ................................................... 4-30A.A REA D IRECTOR C OORDINATION ....................................................................................................... 4-31B.C RITERIA FOR I NVESTIGATING P OSSIBLE C RIMINAL/W ILLFUL V IOLATIONS ........................ 4-31C. W ILLFUL V IOLATIONS R ELATED TO A F ATALITY .......................................................................... 4-32 VII. REPEATED VIOLATIONS. ...................................................................... 4-32A.F EDERAL AND S TATE P LAN V IOLATIONS. ........................................................................................4-32B.I DENTICAL S TANDARDS. .......................................................................................................................4-32C.D IFFERENT S TANDARDS. .......................................................................................................................4-33D.O BTAINING I NSPECTION H ISTORY. .....................................................................................................4-33E.T IME L IMITATIONS..................................................................................................................................4-34F.R EPEATED V. F AILURE TO A BATE....................................................................................................... 4-34G. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-35 VIII. DE MINIMIS CONDITIONS. ................................................................... 4-36A.C RITERIA ................................................................................................................................................... 4-36B.P ROFESSIONAL J UDGMENT. ..................................................................................................................4-37C. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-37 IX. CITING IN THE ALTERNATIVE ............................................................ 4-37 X. COMBINING AND GROUPING VIOLATIONS. ................................... 4-37A.C OMBINING. ..............................................................................................................................................4-37B.G ROUPING. ................................................................................................................................................4-38C. W HEN N OT TO G ROUP OR C OMBINE. ................................................................................................4-38 XI. HEALTH STANDARD VIOLATIONS ....................................................... 4-39A.C ITATION OF V ENTILATION S TANDARDS ......................................................................................... 4-39B.V IOLATIONS OF THE N OISE S TANDARD. ...........................................................................................4-40 XII. VIOLATIONS OF THE RESPIRATORY PROTECTION STANDARD(§1910.134). ....................................................................................................... XIII. VIOLATIONS OF AIR CONTAMINANT STANDARDS (§1910.1000) ... 4-43 4-43A.R EQUIREMENTS UNDER THE STANDARD: .................................................................................................. 4-43B.C LASSIFICATION OF V IOLATIONS OF A IR C ONTAMINANT S TANDARDS. ......................................... 4-43 XIV. CITING IMPROPER PERSONAL HYGIENE PRACTICES. ................... 4-45A.I NGESTION H AZARDS. .................................................................................................................................... 4-45B.A BSORPTION H AZARDS. ................................................................................................................................ 4-46C.W IPE S AMPLING. ............................................................................................................................................. 4-46D.C ITATION P OLICY ............................................................................................................................................ 4-46 XV. BIOLOGICAL MONITORING. ...................................................................... 4-47CHAPTER 5CASE FILE PREPARATION AND DOCUMENTATIONI.INTRODUCTION ............................................................................................... 5-1 II.INSPECTION CONDUCTED, CITATIONS BEING ISSUED. .................... 5-1A.OSHA-1 ................................................................................................................................... 5-1B.OSHA-1A. ............................................................................................................................... 5-1C. OSHA-1B. ................................................................................................................................ 5-2 III.INSPECTION CONDUCTED BUT NO CITATIONS ISSUED .................... 5-5 IV.NO INSPECTION ............................................................................................... 5-5 V. HEALTH INSPECTIONS. ................................................................................. 5-6A.D OCUMENT P OTENTIAL E XPOSURE. ............................................................................................................... 5-6B.E MPLOYER’S O CCUPATIONAL S AFETY AND H EALTH S YSTEM. ............................................................. 5-6 VI. AFFIRMATIVE DEFENSES............................................................................. 5-8A.B URDEN OF P ROOF. .............................................................................................................................................. 5-8B.E XPLANATIONS. ..................................................................................................................................................... 5-8 VII. INTERVIEW STATEMENTS. ........................................................................ 5-10A.G ENERALLY. ......................................................................................................................................................... 5-10B.CSHO S SHALL OBTAIN WRITTEN STATEMENTS WHEN: .......................................................................... 5-10C.L ANGUAGE AND W ORDING OF S TATEMENT. ............................................................................................. 5-11D.R EFUSAL TO S IGN S TATEMENT ...................................................................................................................... 5-11E.V IDEO AND A UDIOTAPED S TATEMENTS. ..................................................................................................... 5-11F.A DMINISTRATIVE D EPOSITIONS. .............................................................................................5-11 VIII. PAPERWORK AND WRITTEN PROGRAM REQUIREMENTS. .......... 5-12 IX.GUIDELINES FOR CASE FILE DOCUMENTATION FOR USE WITH VIDEOTAPES AND AUDIOTAPES .............................................................. 5-12 X.CASE FILE ACTIVITY DIARY SHEET. ..................................................... 5-12 XI. CITATIONS. ..................................................................................................... 5-12A.S TATUTE OF L IMITATIONS. .............................................................................................................................. 5-13B.I SSUING C ITATIONS. ........................................................................................................................................... 5-13C.A MENDING/W ITHDRAWING C ITATIONS AND N OTIFICATION OF P ENALTIES. .................................. 5-13D.P ROCEDURES FOR A MENDING OR W ITHDRAWING C ITATIONS ............................................................ 5-14 XII. INSPECTION RECORDS. ............................................................................... 5-15A.G ENERALLY. ......................................................................................................................................................... 5-15B.R ELEASE OF I NSPECTION I NFORMATION ..................................................................................................... 5-15C. C LASSIFIED AND T RADE S ECRET I NFORMATION ...................................................................................... 5-16。
h_ HRM_cpt12
Low
Type of HR activity
Relationship
A New SHRM Model
• High Performance Work System • Innovative Work Practices • High-Involvement Model • High-Commitment Model
Self-Managed Teams
• Research = they work! • Why?
– peer-control – pooled ideas – decrease administrative overhead
High Compensation Contingent on Performance
• Relationship between money paid and attracting right workforce • Can take other forms than just a pay-cheque (i.e. employee ownership or profit sharing)
Transactional
Important To Execs
Strategic value
Performance enhancement Employee relations Labour negotiations Employee development Managerial development Recruitment Employee assistance programs Recruitment Information Important to Employees Processing
Course Check-up
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Strategic Diversity Management
Objectives
• Explore the development from equal opportunities to managing diversity • Understand the role of the law in managing diversity • Explore the concept of diversity • Evaluate barriers to diversity, including prejudice, stereotyping and institutional racism • Identify business benefits of diversity • Explore the link between strategic business development and effective diversity management
The Law
• • • • • • • • • • • The Equal Pay Act 1970 addressing the inequality between genders in relation to pay and contractual terms The Sex Discrimination Act 1975 addressing discrimination relating to gender and marital status The Race Relations Act 1976 addressing discrimination on the grounds of race, nationality and ethnic origin The Trade Union and Labour Relations (Consolidation) Act 1992 prohibiting discrimination against an individual on the grounds of trade union membership or non-membership The Disability Discrimination Act 1995 addressing the issue of discrimination on the grounds of disability The Sex Discrimination (Gender Reassignment) Regulations 1999 addressing the issue of discrimination on the grounds of trans-sexuality The Part-Time Workers (Prevention of Less Favourable Treatment) Regulations 2000 conferring the right to equality of treatment to part-time workers as compared with equivalent fulltime workers engaged on the same type of contract The Fixed-Term Employees (Prevention of Less Favourable Treatment) Regulations 2002 conferring the right to equality of treatment to fixed-term employees as compared with equivalent permanent employees. The Employment Equality (Sexual Orientation) Regulations 2003 protecting people against discriminatory treatment on grounds of sexual orientation, whether gay, lesbian, bisexual or heterosexual The Employment Equality (Religion or Belief) Regulations 2003 prohibiting discrimination on grounds of religion or belief The Employment Equality (Age) Regulations 2006 prohibiting discrimination on grounds of age
Debatable Benefits of Diversity
• • • • • Boosted team creativity and innovation Improved team problem solving Better team decision-making Improved quality Improved customer service, especially to minority cultures
Why Do Differences Occur?
• • • • • • Stereotyped jobs Jobs of parents Flexibility of working Aptitude Roles in society Discrimination
Group Factors
• • • • • • Group loyalty ‘In group’ and ‘out group’ Social identity Equal chance Equal access Equal share
Indirect Benefits of Diversity
• Improved jBetter relations between different groups of workers • Greater productivity • Better public image • Competitive advantage
Strands of the Law
• • • • • Direct discrimination Indirect discrimination Victimisation Harassment Positive action
Types of Diversity
• Social category diversity – relating to differences in demographic characteristics such as age and race • Informational diversity – relating to differences in background such as education and knowledge • Value diversity – relating to differences in personality and attitudes
Impacts of Conflict
• • • • • • • • • employee frustration deteriorating interpersonal relationships low morale poor performance, resulting in lower productivity and / or a poorer quality to output or service disciplinary problems, including poor performance by employees resignation and the loss of good staff increased employee absenteeism withdrawal of employee goodwill resistance to change
Two Models of Diversity
• Human capital perspective • Social justice perspective
Barriers to Diversity
• Prejudice • Stereotyping • Discrimination
Evidence of Discrimination
Diversity in Practice
• • • • Customer focus Innovation, creativity and learning Business process improvement The financial bottom line
• Women workers are concentrated in lowpaid, service sector and poorly organised industries and part-time work • Black workers face disadvantage in the workplace and much higher unemployment rates than white workers • Workplaces are organised for those without disability and as a result preclude many disabled people
Learning
• Instrumental conditioning • Classical conditioning • Observational conditioning
Proven Benefits of Diversity
• Easier to recruit scarce talent • Reduction of absenteeism and turnover costs • Enhanced organisational flexibility