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MGT301PresentationPearson17eChapter17.pdf

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Human Resource

Policies

and Practices

Learning Objectives

 Describe the value of recruitment methods.

 Specify initial selection methods.

 Identify the most useful substantive selection

methods.

 Compare the main types of training.

 List the methods of performance evaluation.

 Describe the leadership role of HR in

organizations.

17-3

Describe the Value of

Recruitment Methods Strategic recruiting has become a cornerstone

for many companies, in which recruiting

practices are developed in alignment with long-

term strategic goals.

The most effective recruiters—internal or

external—are well informed about the job, are

efficient in communicating with potential

recruits, and treat recruits with consideration

and respect. They also use a variety of online

tools, including job boards and social media. 17-4

LO 1

Specify Initial

Selection Methods

17-5

LO 2

Identify the Most Useful

Substantive Selection Methods

Substantive Selection

 Written tests

 Performance simulation tests

 Interviews

17-6

LO 3

Identify the Most Useful

Substantive Selection Methods

Written Tests

Typically tests of intelligence, aptitude, ability,

interest, and integrity.

Intelligence tests are particularly good

predictors for jobs that require cognitive

complexity.

Evidence shows that these tests are good

predictors, but care should be taken to use

the “right” test. 17-7

LO 3

Identify the Most Useful

Substantive Selection Methods Performance-Simulation Tests

Have higher face validity and their popularity has

increased.

Work sample tests: hands-on simulations of

part or all of the job that must be performed by

applicants.

Assessment centers: evaluate managerial

potential.

Situational judgment tests

Realistic Job Previews 17-8

LO 3

Identify the Most Useful

Substantive Selection Methods

Interviews

 The most frequently used selection device.

It carries a great deal of weight.

 Unstructured interviews are not as

effective as structured ones, particularly

behavioral structured interviews.

Panel interviews minimize the influence

of individual biases and have higher

validity. 17-9

LO 3

Identify the Most Useful

Substantive Selection Methods

Contingent Selection

 Applicants that pass the substantive selection

process are ready to be hired, contingent on

final checks.

A common contingent method is a drug

test.

Drug testing is controversial.

Under the Americans with Disabilities Act,

firms may not require employees to pass a

medical exam before a job offer is made. 17-10

LO 3

Compare the Main

Types of Training Types of Training

 Basic skills

 Technical skills

 Problem-solving skills

 Interpersonal skills

 In addition, we consider:

 Civility training

 Ethics training

17-11

LO 4

Compare the Main

Types of Training

Basic Skills

 Many employers believe that high school

graduates lack basic skills in reading

comprehension, writing, and math.

As work has become more sophisticated,

the need for these basic skills has grown

significantly.

 It’s a worldwide problem, from the most

developed countries to the least. 17-12

LO 4

Compare the Main

Types of Training Technical Skills

 Technical training is important for:

New technology

New structural designs

 As organizations flatten their structures,

expand their use of teams, and break down

traditional departmental barriers, employees

need mastery of a wider variety of tasks and

increased knowledge of how their

organization operates. 17-13

LO 2

Compare the Four

Main Types of Training

Problem-Solving Skills

 Problem-solving training for managers and

other employees can include:

Activities to sharpen their logic, reasoning,

and problem defining skills.

Activities to improve their abilities to

assess causation, develop and analyze

alternatives, and select solutions.

17-14

LO 4

Compare the Four

Main Types of Training

Interpersonal Skills

 Almost all employees belong to a work unit

where their work performance depends on

their ability to interact with coworkers and

bosses.

17-15

LO 4

Compare the Four

Main Types of Training

Civility Training

 As HR managers have become more aware

of the effects of social behavior in the

workplace, they have paid more attention to

incivility, bullying, and abusive supervision in

organizations.

 To minimize incivility, use training targeted to

building civility. 17-16

LO 4

Compare the Four

Main Types of Training Ethics Training

 Many U.S. workers receive ethics training.

 Can ethics be taught?

Critics argue that ethics are based on values, and value systems are fixed at an early age.

Ethics cannot be formally “taught” but must be learned by example.

Supporters say values can be learned, and that training is helpful for recognizing ethical dilemmas and ethical issues.

17-17

LO 4

Contrast Formal and

Informal Training Methods

Training Methods

Historically, training meant “formal

training”.

Organizations are increasingly relying on

informal training.

Unstructured, unplanned, and easily

adapted to situations and individuals.

17-18

LO 4

Contrast Formal and

Informal Training Methods

Job Training

 On-the-job training includes job rotation,

apprenticeships, understudy assignments,

and formal mentoring programs.

 Off-the-job training includes live classroom

lectures, videotapes, public seminars, self-

study, Internet and satellite television

courses, group activities, and e-training.

Computer-Based Training

17-19

LO 4

Contrast Formal and

Informal Training Methods

Evaluating Effectiveness

 The effectiveness of a training program can

refer to the level of student satisfaction, the

amount students learn, the extent to which

they transfer the material from training to their

jobs, or the financial return on investments in

training.

 An effective training program requires not just

teaching the skills, but also changing the work

environment to support the trainees. 17-20

LO 4

List the Methods

of Performance Evaluation

What is Performance?

 Three major types of behavior to consider:

Task performance

Citizenship

Counter productivity

 Most managers believe good performance

means doing well on the first two dimensions

and avoiding the third.

17-21

LO 5

List the Methods

of Performance Evaluation

Purposes of Performance Evaluation

Make general human resource decisions.

Identify training and development needs.

Pinpoint employee skills and

competencies needing development.

Provide feedback to employees.

Can be the basis for reward allocations.

17-22

LO 5

List the Methods

of Performance Evaluation

What Do We Evaluate?

Individual task outcomes

Behaviors

Traits

Who Should Do the Evaluating?

Traditionally, the manager, but today that is

changing.

Now peers, subordinates, and the employee

can be involved. 17-23

LO 5

List the Methods

of Performance Evaluation

17-24

LO 5

List the Methods

of Performance Evaluation Methods of Performance Evaluation

 Written Essays

 Critical Incidents

 Graphic Ratings Scales

 Behaviorally Anchored Rating Scales

(BARS)

 Forced Comparisons

Group order ranking

Individual ranking 17-25

LO 5

List the Methods

of Performance Evaluation

17-26

LO 5

List the Methods

of Performance Evaluation

Improving Performance Evaluations:

 Use multiple evaluators.

 Evaluate selectively.

 Train evaluators.

 Provide employees with due process.

Three features of due process.

Post appraisals online.

17-27

LO 5

List the Methods

of Performance Evaluation

Providing Performance Feedback

 Managers are often uncomfortable

discussing weaknesses with employees.

In fact, unless pressured by organizational

policies and controls, managers are likely

to ignore this responsibility.

 The solution to the problem is not to ignore

it but to train managers to conduct

constructive feedback sessions. 17-28

LO 5

List the Methods

of Performance Evaluation

International Variations in Performance

Appraisal

Individual-oriented cultures emphasize

formal performance evaluation systems

more than informal systems.

17-29

LO 5

Describe the Leadership Role

of HR in Organizations

Communicating HR Practices

 Leadership by HR begins with informing

employees about HR practices and

explaining the implications of decisions that

might be made around these practices.

 It is not enough to simply have a practice in

place; HR needs to let employees know

about it.

17-30

LO 6

Describe the Leadership Role

of HR in Organizations

Designing and Administering Benefit Programs

 A benefit program should:

Be suited to the organizational culture.

Reflect the values of the organization.

Demonstrate economic feasibility.

Be sustainable in the long term.

 Benefits will likely improve employees’

psychological well-being and therefore

increase organizational performance.

17-31

LO 6

Describe the Leadership Role

of HR in Organizations

Drafting and Enforcing Employment Policies  Employment policies that are informed by

current laws but go beyond minimum requirements will help define a positive organizational culture and set high standards for performance. Policies differ from benefits in that they

provide the guidelines for behavior, not just the working conditions.

 Any policy must have enforcement to be effective.

17-32

LO 6

Describe the Leadership Role

of HR in Organizations

17-33

Managing Work-Life Conflicts

 Gained momentum in the 1980s as a result

of the increased entry of women in the

workforce.

 Keeping workloads reasonable, reducing

work-related travel, and offering on-site

quality childcare are examples of practices

that can help manage work-life conflicts.

 Different people prefer different solutions.

LO 6

Describe the Leadership Role

of HR in Organizations Mediations, Terminations, and Layoffs

Human resource departments often take center

stage when unpleasant events such as disputes,

substandard performance, and downsizing occur.

Employees need to be able to trust their human

resource professionals to maintain appropriate

confidentiality and a balanced perspective.

Managers need to be able to trust HR, too, to

know the laws and represent the company’s perspective.

17-34

LO 6

Implications for Managers An organization’s selection practices can

identify competent candidates and accurately match them to the job and the organization. Consider assessment methods that are most likely to evaluate the skills directly needed for jobs you are looking to fill.

Use training programs for your employees to achieve direct improvement in the skills necessary to successfully complete the job. Employees who are motivated will use those skills for their greater productivity.

17-35

Implications for Managers  Training and development programs offer ways to

achieve new skill levels and thus add value to your

organization. Successful training and development

programs include an ethical component.

 Use performance evaluations to assess an

individual’s performance accurately and as a basis

for allocating rewards. Make sure the performance

evaluations are as fair as possible. Evaluations

perceived as unfair can result in reduced effort,

increases in absenteeism, or a search for another

job. 17-36

Implications for Managers

Give employees the opportunity to

participate in their evaluations so they

understand the performance criteria and

engage with the improvement process.

17-37