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

2. © 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

3. © 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

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

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

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

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

8. © 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

9. © 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

10. © 2005 Prentice-Hall 15-10 Employee’s Responsibility Know yourself Manage your reputation Build and maintain network contacts Keep current

11. © 2005 Prentice-Hall 15-11 Employee’s Responsibility Balance your specialist and generalist competencies Document your achievements Keep your options open

12. © 2005 Prentice-Hall 15-12 Avoiding Negative Influences in Performance Appraisal Objectives employees seek are clear Criteria for measuring objectives are clear and known in advance

13. © 2005 Prentice-Hall 15-13 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

14. © 2005 Prentice-Hall 15-14 Criteria Evaluated Individual Task Outcomes Behaviors Traits

15. © 2005 Prentice-Hall 15-15 Who Should Evaluate? Immediate Superior Peers Self-evaluation Immediate subordinates 360° feedback

16. © 2005 Prentice-Hall 15-16 Performance Appraisal Methods Written Essays Critical Incidents Graphic Rating Scales Behaviorally Anchored Rating Scales Multi-person Comparisons

17. © 2005 Prentice-Hall 15-17 Improving Performance Appraisals Emphasize behaviors rather than traits Document performance behaviors in a diary

18. © 2005 Prentice-Hall 15-18 Improving Performance Appraisals Use multiple evaluators Evaluate selectively Train evaluators Provide employees due process

19. © 2005 Prentice-Hall 15-19 Performance Feedback Manager’s reluctance –Uncomfortable discussing performance weaknesses –Employees become defensive –Employees’ inflated assessment of own performance Training in conducting constructive feedback

20. © 2005 Prentice-Hall 15-20 Team Performance Appraisals Tie the team’s results to the organization’s goals Begin with the team’s customers and associated work processes

21. © 2005 Prentice-Hall 15-21 Team Performance Appraisals Measure both team and individual performance Train the team to create its own measures

22. © 2005 Prentice-Hall 15-22 Performance Appraisal in Global Context Caution required in generalizing across cultures Many cultures are not particularly concerned with performance appraisal