policies!and!prac8ces! - akhmedjonov.weebly.com © 2015 pearson education, inc....

Copyright © 2015 Pearson Education, Inc.

17-1


Chapter 17: Human Resource Policies and Prac8ces

17-2


Learning Objectives A:er studying this chapter, you should be able to: Ø Iden8fy the most useful ini8al selec8on methods. Ø Iden8fy the most useful substan8ve selec8on methods. Ø Define con$ngent selec$on. Ø Compare the four main types of training. Ø Contrast formal and informal training methods. Ø Contrast on-‐the-‐job and off-‐the-‐job training. Ø List the methods of performance evalua8on. Ø Show how managers can improve performance evalua8ons.

Ø Describe the leadership role of HR in organiza8ons. 17-3

Copyright © 2015 Pearson Education, Inc. 1

LO 1

17-4

Identify the Most Useful Substantive Selection Methods



Ø Substan8ve Selec8on Ø WriNen tests Ø Performance simula8on tests Ø Interviews

1

LO 2

17-5



Ø WriNen Tests Ø Typically tests of intelligence, ap8tude, ability, interest, and integrity.

Ø Intelligence tests are par8cularly good predictors for jobs that require cogni8ve complexity.

Ø Evidence shows that these tests are good predictors, but care should be taken to use the “right” test.

1

LO 2

17-6



Ø Performance-‐Simula8on Tests Ø Performance-‐simula8on tests have higher face validity and their popularity has increased.

Ø Work sample tests Ø Hands-‐on simula8ons of part or all of the job that must be performed by applicants.

Ø Assessment centers Ø Evaluate managerial poten8al.

Ø Situa8onal judgment tests

1

LO 2

17-7



Ø Interviews Ø The most frequently used selec8on device.

Ø It carries a great deal of weight. Ø The candidate who performs poorly in the employment interview is likely to be cut, regardless of his/her experience, test scores, or leNers of recommenda8on, and vice versa.

Ø Unstructured interviews are not as effec8ve as structured ones, par8cularly behavioral structured interviews.

1

LO 2

17-8


De<ine Contingent Selection Ø Con8ngent Selec8on Ø Applicants that pass the substan8ve selec8on process are ready to be hired, con8ngent on final checks. Ø A common con8ngent method is a drug test. Ø Drug tes8ng is controversial.

Ø Under the Americans with Disabili8es Act, firms may not require employees to pass a medical exam before a job offer is made.

1

LO 3

17-9


Ø Interna8onal Varia8on in Selec8on Processes Ø Selec8on prac8ces differ by business culture.

Ø Countries emphasize different techniques. Ø Structured interviews are popular in some countries, but not others.

Ø Some countries like interviews and work sample tests, others prefer personal contacts and integrity tests.

1

LO 3

17-10

De<ine Contingent Selection


Compare the Four Main Types of Training

Types of Training Ø  There are four general skill categories for training: Ø  Basic skills Ø  Technical skills Ø  Problem solving skills Ø  Interpersonal skills

Ø  In addi8on, we consider: Ø  Civility training Ø  Ethics training

1

LO 4

17-11



Ø Basic Skills Ø Many employers believe that high school graduates lack basic skills in reading comprehension, wri8ng, and math. Ø As work has become more sophis8cated, the need for these basic skills has grown significantly.

Ø It’s a worldwide problem, from the most developed countries to the least.

1

LO 4

17-12



Ø Technical Skills Ø Technical training is important for:

Ø New technology Ø New structural designs

Ø As organiza8ons flaNen their structures, expand their use of teams, and break down tradi8onal departmental barriers, employees need mastery of a wider variety of tasks and increased knowledge of how their organiza8on operates.

1

LO 4

17-13



Ø Problem-‐Solving Skills Ø Problem-‐solving training for managers and other employees can include: Ø  Ac8vi8es to sharpen their logic, reasoning, and problem defining skills.

Ø Ac8vi8es to improve their abili8es to assess causa8on, develop and analyze alterna8ves, and select solu8ons.

1

LO 4

17-14



Ø Interpersonal Skills Ø Can include how to be a beNer listener, how to communicate ideas more clearly, and how to be a more effec8ve team player.

Ø Almost all employees belong to a work unit where their work performance depends on their ability to interact with co-‐workers and bosses.

1

LO 4

17-15



Ø Civility Training Ø As HR managers have become more aware of the effects of social behavior in the workplace, they have paid more aNen8on to incivility, bullying, and abusive supervision in organiza8ons.

Ø To minimize incivility, use training targeted to building civility.

1

LO 4

17-16



Ø Ethics Training Ø Many U.S. workers receive ethics training. Ø Can ethics be taught?

Ø Cri8cs argue that ethics are based on values, and value systems are fixed at an early age. Ø Ethics cannot be formally “taught” but must be learned by example.

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

1

LO 4

17-17


Contrast Formal and Informal Training Methods

Ø Training Methods Ø Historically, training meant “formal training”. Ø It is planned in advance and has a structured format.

Ø Organiza8ons are increasingly relying on informal training. Ø Unstructured, unplanned, and easily adapted to situa8ons and individuals.

1

LO 5

17-18


Contrast On-‐the-‐Job and Off-‐the-‐Job Training

Ø Training Methods Ø On-‐the-‐job training includes job rota8on, appren8ceships, understudy assignments, and formal mentoring programs.

Ø Off-‐the-‐job training includes live classroom lectures, videotapes, public seminars, self-‐study, Internet and satellite television courses, group ac8vi8es, and e-‐training (the fastest growing training delivery mechanism).

1

LO 6

17-19


Ø Evalua8ng Effec8veness Ø The effec8veness of a training program can refer to the level of student sa8sfac8on, 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.

Ø An effec8ve training program requires not just teaching the skills, but also changing the work environment to support the trainees.

1

LO 6

17-20

Contrast On-‐the-‐Job and Off-‐the-‐Job Training


List the Methods of Performance Evaluation

Ø What is Performance? Ø Three major types of behavior to consider:

1.  Task performance 2.  Ci8zenship 3.  Counter produc8vity

Ø Most managers believe good performance means doing well on the first two dimensions and avoiding the third.

1

LO 7

17-21


Ø Purposes of Performance Evalua8on Ø Make general human resource decisions. Ø Iden8fy training and development needs.

Ø Pinpoint employee skills and competencies needing development.

Ø Provide feedback to employees. Ø Can be the basis for reward alloca8ons.

1

LO 7

17-22



Ø What Do We Evaluate? 1.  Individual task outcomes 2.  Behaviors 3.  Traits

Ø Who Should Do the Evalua8ng? Ø Tradi8onally, the manager, but today that is changing. Ø Now peers, subordinates, and the employee can be involved.

1

LO 7

17-23



LO 7

17-24



Ø Methods of Performance Evalua8on Ø WriNen Essays Ø Cri2cal Incidents Ø Graphic Ra2ngs Scales Ø Behaviorally Anchored Ra2ng Scales (BARS) Ø Forced Comparisons

Ø Group order ranking Ø Individual ranking

1

LO 7

17-25



LO 7

17-26



Show How Managers Can Improve Performance Evaluations Ø Sugges8ons for Improving Performance Evalua8ons: Ø Use Mul8ple Evaluators. Ø Evaluate Selec8vely. Ø Train Evaluators. Ø Provide Employees with Due Process

Ø Three features of due process. Ø Post appraisals online.

1

LO 8

17-27


Show How Managers Can Improve Performance Evaluations Ø Providing Performance Feedback Ø Managers are o:en uncomfortable discussing weaknesses with employees. Ø In fact, unless pressured by organiza8onal policies and controls, managers are likely to ignore this responsibility.

Ø The solu8on to the problem is not to ignore it but to train managers to conduct construc8ve feedback sessions.

1

LO 8

17-28


Show How Managers Can Improve Performance Evaluations Ø Interna8onal Varia8ons in Performance Appraisal Ø Global performance evalua8on across:

Ø Individualism/collec8vism Ø A person’s rela8onship to the environment Ø Time orienta8on Ø Focus of responsibility

1

LO 8

17-29


Describe the Leadership Role of HR in Organizations

Ø Designing and Administering Benefit Programs Ø HR is responsible for designing and administering

an organiza8on’s benefit program. Ø A benefit program should:

Ø Be suited to the organiza8onal culture. Ø Reflect the values of the organiza8on. Ø Demonstrate economic feasibility. Ø Be sustainable in the long term.

Ø Benefits will likely improve employees’ psychological well-‐being and therefore increase organiza8onal performance.

1

LO 9

17-30



Ø Dra:ing and Enforcing Employment Policies Ø Employment policies that are informed by current laws but go beyond minimum requirements will help define a posi8ve organiza8onal culture and set high standards for performance. Ø Policies differ from benefits in that they provide the guidelines for behavior, not just the working condi8ons.

Ø Any policy must have enforcement to be effec8ve.

1

LO 9

17-31



1

LO 9

Ø Managing Work-‐Life Conflicts Ø Gained momentum in the 1980s as a result of the increased entry of women in the workforce.

Ø Keeping workloads reasonable, reducing work-‐related travel, and offering on-‐site quality childcare are examples of prac8ces that can help manage work-‐life conflicts.

Ø Different people prefer different solu8ons.

17-32



Ø Media8ons, Termina8ons, and Layoffs Ø Human resource departments o:en take center

stage when unpleasant events such as disputes, substandard performance, and downsizing occur. Ø Employees need to be able to trust their human resource professionals to maintain appropriate confiden8ality and a balanced perspec8ve.

Ø Managers need to be able to trust HR, too, to know the laws and represent the company’s perspec8ve.

1

LO 9

17-33


Implications for Managers Ø An organiza8on’s selec8on prac8ces can iden8fy competent candidates and accurately match them to the job and the organiza8on. Consider assessment methods that are most likely to evaluate the skills directly needed for jobs you are looking to fill.

Ø Use training programs for your employees to achieve direct improvement in the skills necessary to successfully complete the job. Employees who are mo8vated will use those skills for their greater produc8vity.

1

17-34


Ø Training programs increase an employee’s self-‐efficacy—that is, a person’s expecta8on that he or she can successfully execute the behaviors required to produce an outcome. Employees with high self-‐efficacy have strong expecta8ons about their abili8es to perform in new situa8ons and are willing to exert the effort to get tasks done.

Ø Use performance evalua8ons to assess an individual’s performance accurately and as a basis for alloca8ng rewards. Make sure the performance evalua8ons are as fair as possible. Evalua8ons perceived as unfair can result in reduced effort, increases in absenteeism, or a search for another job.

Ø Give employees the opportunity to par8cipate in their evalua8ons so they understand the performance criteria and engage with the improvement process.

1

17-35

Implications for Managers


17-36

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical,

photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.


policies!and!prac8ces! - akhmedjonov.weebly.com © 2015 pearson education, inc....

Documents