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

© 2005 Prentice-Hall )Describe jobs where interviews are effective selection devices 2)List the advantages of performance simulation tests over written tests 3)Identify four types of employee training 4)Contrast the organization’s responsibilities today for career development with the employee’s responsibilities After reading this chapter, you should be able to:

© 2005 Prentice-Hall 15-3 After reading this chapter, you should be able to: 5)Identify the advantages of using behaviors rather than traits in appraising performance 6)Explain the most popular performance appraisal criteria 7)Identify who, in addition to a boss, can do performance appraisals 8)Explain actions that can improve the performance appraisal process

© 2005 Prentice-Hall 15-4 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 15-5 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 15-6 Written Tests Intelligence Aptitude Ability Interests Integrity

© 2005 Prentice-Hall 15-7 Performance Simulation Tests Work samples Assessment centers

© 2005 Prentice-Hall 15-8 Training Basic Literacy Skills Interpersonal Skills Technical Skills Problem Solving Skills Diversity Training Ethics Training

© 2005 Prentice-Hall 15-9 Training Formal training Informal training On-the-job training Off-the-job training

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

© 2005 Prentice-Hall 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

© 2005 Prentice-Hall )Described jobs where interviews are effective selection devices 2)Listed the advantages of performance simulation tests over written tests 3)Identified four types of employee training 4)Contrasted the organization’s responsibilities today for career development with the employee’s responsibilities Summary

© 2005 Prentice-Hall )Identified the advantages of using behaviors rather than traits in appraising performance 6)Explained the most popular performance appraisal criteria 7)Identified who, in addition to a boss, can do performance appraisals 8)Explained actions that can improve the performance appraisal process Summary