© 2005 Prentice-Hall 15-1 Human Resource Policies and Practices Chapter 15 Essentials of Organizational Behavior, 8/e Stephen P. Robbins

© 2005 Prentice-Hall 15-2 Employee Selection Interview is the most widely used selection tool Results tend to have a disproportionate amount of influence on the selection decision

© 2005 Prentice-Hall 15-3 Employee Selection The unstructured interview has been proven to be an ineffective selection device The data gathered from such interviews are typically biased and unrelated to future job performance

© 2005 Prentice-Hall 15-4 Written Tests Intelligence Aptitude Ability Interests Integrity

© 2005 Prentice-Hall 15-5 Performance Simulation Tests Work samples Assessment centers

© 2005 Prentice-Hall 15-6 Training Basic Literacy Skills Interpersonal Skills Technical Skills Problem Solving Skills Diversity Training Ethics Training

© 2005 Prentice-Hall 15-7 Training Formal training Informal training On-the-job training Off-the-job training

© 2005 Prentice-Hall 15-8 Career Development Organization’s responsibility is to build employee self-reliance and to help employees maintain their marketability through continual learning

© 2005 Prentice-Hall 15-9 Organization’s Responsibility Clearly communicating the organization’s goals and future strategies Creating growth opportunities Offering financial assistance Providing the time for employees to learn

© 2005 Prentice-Hall Employee’s Responsibility Know yourself Manage your reputation Build and maintain network contacts Keep current

© 2005 Prentice-Hall Employee’s Responsibility Balance your specialist and generalist competencies Document your achievements Keep your options open

© 2005 Prentice-Hall Avoiding Negative Influences in Performance Appraisal Objectives employees seek are clear Criteria for measuring objectives are clear and known in advance

© 2005 Prentice-Hall Avoiding Negative Influences in Performance Appraisal Efforts made within employee capability are measured as satisfactory Performance as requested will lead to rewards valued by employee

© 2005 Prentice-Hall Criteria Evaluated Individual Task Outcomes Behaviors Traits

© 2005 Prentice-Hall Who Should Evaluate? Immediate Superior Peers Self-evaluation Immediate subordinates 360° feedback

© 2005 Prentice-Hall Performance Appraisal Methods Written Essays Critical Incidents Graphic Rating Scales Behaviorally Anchored Rating Scales Multi-person Comparisons

© 2005 Prentice-Hall Improving Performance Appraisals Emphasize behaviors rather than traits Document performance behaviors in a diary

© 2005 Prentice-Hall Improving Performance Appraisals Use multiple evaluators Evaluate selectively Train evaluators Provide employees due process

© 2005 Prentice-Hall Performance Feedback Manager’s reluctance –Uncomfortable discussing performance weaknesses –Employees become defensive –Employees’ inflated assessment of own performance Training in conducting constructive feedback

© 2005 Prentice-Hall Team Performance Appraisals Tie the team’s results to the organization’s goals Begin with the team’s customers and associated work processes

© 2005 Prentice-Hall Team Performance Appraisals Measure both team and individual performance Train the team to create its own measures

© 2005 Prentice-Hall Performance Appraisal in Global Context Caution required in generalizing across cultures Many cultures are not particularly concerned with performance appraisal