0. Robbins & Judge Organizational Behavior 13th Edition
Chapter 18: Human Resource Policies and Practices
Student Study Slideshow
Bob Stretch
Southwestern College
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1. Chapter Learning Objectives
After studying this chapter, you should be able to:
Define initial selection and identify the most useful methods.
Define substantive selection and identify the most useful methods.
Define contingent selection and contrast the arguments for and against drug testing.
Compare the four main types of training.
Contrast formal and informal training methods, and on-the-job and off-the-job training.
Support the use of performance evaluation.
Show how managers can improve performance evaluations.
Explain how diversity can be managed in organizations.
Show how a global context affects human resource management.
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2. The Selection Process Initial Selection Substantive Selection
Applicants who don’t meet basic requirements are rejected.
Substantive Selection
Applicants who meet basic requirements, but are less qualified than others, are rejected.
Contingent Selection
Applicants who are among best qualified, but who fail contingent selection, are rejected.
Applicant receives job offer.
Exhibit 18-1
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3. Stage 1: Initial Selection
Initial selection devices are used to determine if basic qualifications for the job are met
Devices include:
Application Forms
Good initial screen
Must be careful about questions asked – legal issues
Background Checks
Most employers want reference information, but few give it out – litigation worries
Letters of recommendation are of marginal worth
May use criminal record or credit report checks
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4. Stage 2: Substantive Selection
These devices are the heart of the selection process
Written Tests
Testing applicants for: intelligence or cognitive ability, personality, integrity, and interests
Intelligence tests are the best predictor across all jobs
Performance-Simulation Tests
Based on job-related performance requirements
Work Sample Tests
Creating a miniature replica of a job to evaluate the performance abilities of job candidates
Assessment Centers
A set of performance-simulation tests designed to evaluate a candidate’s managerial potential
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5. Another Substantive Selection Device
Interviews
Are the most frequently used selection tool
Carry a great deal of weight in the selection process
Can be biased toward those who “interview well”
Types of Interviews
Unstructured (randomly chosen questions)
Most common, least predictive, and prone to bias
Structured (standardized sets of questions)
More predictive of job success; less chance for bias
Behavioral structured (asking how specific problems were handled in the past)
Past behaviors may be good predictors of future behavior
Interviews most often used to determine organization-individual fit
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6. Stage 3: Contingent Selection
Final checks before hiring
Drug testing
Controversial: perceived to be unfair or invasive
Supreme Court ruled that this is not an invasion of rights
Expensive but accurate
Alcohol not generally tested for
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7. Training and Development Programs
Types of Training
Basic Literacy Skills
One half of U.S. high school graduates do not have the basic skills necessary for work
Technical Skills
Focus of most training, especially given the pace of technological change
Interpersonal Skills
Skills like effective listening, communication, and teamwork
Problem-solving Skills
Help sharpen logic and reasoning, and provide helpful decision-making techniques
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8. What About Ethics Training?
Argument against
Argument for
Personal values and value systems are fixed at an early age
Values can be learned and changed
Training helps employees recognize ethical dilemmas and issues
Training reaffirms the organization’s expectation that members will act ethically
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9. Training Methods Formal Informal On-the-Job (OJT) Off-the-Job
Planned in advance with a structured format
Informal
Unstructured, unplanned, and easily adaptable
70% of all current training is of this type
On-the-Job (OJT)
Includes job rotation, apprenticeships, understudy assignments, and formal mentoring programs
May be disruptive to the workplace
Off-the-Job
Classroom lectures, videotapes, seminars, self-study courses, Internet-based courses, role-plays, and case studies.
E-Training (computer-based)
Flexible but expensive and not proven to work
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10. Individualized Training and Learning Styles
Learning styles differ: so should training method
Learning Styles:
Reading
Give them books and reading materials to review
Watching
Let them observe experts modeling the proper behaviors
Listening
Provide lectures or audiotapes
Participating
Let these learners try out the new skills in a safe experimental environment
The styles are not mutually exclusive – employees can learn from multiple styles
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11. Evaluating Training Effectiveness
Many factors determine training effectiveness:
Training method used
Individual motivation
Trainee personality: those with internal locus of control, high conscientiousness, high cognitive ability, and high self-efficacy learn best
Training climate: ability to apply the learning to the job
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12. Performance Evaluation
Evaluation affects performance level
Purposes of Performance Evaluation
Provides input to general human resource decisions
Promotions, transfers, and terminations
Identifies skill training and development needs
Provides performance feedback to employees
Supplies the basis for reward allocation decisions
Merit pay increases and other rewards
For OB specialists: the key purposes of performance evaluation are the last two - a mechanism for feedback and reward allocation
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13. What Do We Evaluate? Individual Task Outcomes Behaviors Traits
These are the metrics that directly result from employee effort such as sales, turnover, or quality
Behaviors
When direct results are difficult to determine, may be evaluated on behavior and documented actions such as sales calls made, promptness in submitting reports, or non-productive activities like volunteering for charity drives
Traits
Weak because they don’t reflect productivity; often used these include attitudes, confidence, and looking busy
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14. Who Should Do the Evaluating?
Immediate Supervisor
Peers
Subordinates
Customers
The person being evaluated
360o feedback: all these and more
Exhibit 18-2
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15. Methods of Performance Evaluation
Written Essay
A narrative describing an employee’s strengths, weaknesses, past performances, potential, and suggestions for improvement
Critical Incidents
Evaluating the behaviors that are key in making the difference between executing a job effectively and executing it ineffectively
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16. More Methods of Performance Evaluation
Graphic Rating Scales
An evaluation method in which the evaluator rates performance factors on an incremental scale
Keeps up with current policies and regulations. 1 2 3 4 5
Completely Unaware
Fully Informed
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17. Another Performance Evaluation Method
Punctuality
1: Never late for work
2: Late 1-2 times per month
3: Late 3 or more times per month
Behaviorally Anchored Rating Scales (BARS)
Scales that combine major elements from the critical incident and graphic rating scale approaches: The appraiser rates the employees based on items along a continuum, but the points are examples of actual behavior on a given job rather than general descriptions or traits.
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18. Even More Evaluation Methods
Forced Comparisons
Evaluating one individual’s performance relative to the performance of another individual or others
Who is “better,” A or B?
Group Order Ranking
An evaluation method that places employees into a particular classification, such as quartiles
10 % are A’s, 20 % B’s, 40 % C’s, 20 % D’s, and 10 % F’s
Individual Ranking
An evaluation method that rank-orders employees from best to worst
Mary is #1, Juan is #2, Liu is #3…
Exhibit 18-3
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19. Suggestions for Improving Evaluations
Use multiple evaluators to overcome rater biases
Halo and leniency errors
Evaluate selectively based on evaluator competence
Train evaluators to improve rater accuracy
Provide employees with due process
Individuals are provided with adequate notice of performance expectations
All relevant evidence of a violation is aired in a fair hearing, with the individual given an opportunity to respond
Final decision is based on the evidence and is free of bias
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20. Providing Performance Feedback
Why Managers Are Reluctant to Give Feedback
They are uncomfortable discussing performance weaknesses directly with employees
Employees tend to become defensive
Employees tend to have an inflated assessment of their own performance
Solutions to Improving Feedback
Train managers how to give effective feedback
Use performance review as a counseling activity rather than as a judgment process
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21. Managing Diversity: Work-Life Conflicts
Since the 1980s the line between work and personal life has begun to blur
Solutions include:
Flexible scheduling and benefits
On-site personal services (like dry cleaning or a gym)
Time-, information- or money-based strategies available
Stress is caused not by time constraints but the psychological incursion of work into the family domain and vice versa
Some like greater integration of work and family; others need greater separation
Exhibit 18-4
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22. Diversity Training
Used to increase awareness and to examine stereotypes
Participants learn to value individual differences, increase cross-cultural understanding, and confront stereotypes
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23. Global Implications Selection Performance Evaluation
Practices differ by nation: global policies need to be modified to fit within local customs
Use of educational qualifications may be universal
Performance Evaluation
Not emphasized or considered appropriate in many cultures due to differences in:
Individualism versus collectivism
A person’s relationship to the environment
Time orientation (long- or short-term)
Focus on responsibility
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24. Summary and Managerial Implications
Selection Practices
Proper selection devices increase likelihood of hiring the right person for the position
Training and Development Programs
Can be used to improve employee skills
Increase employee self-efficacy
Performance Evaluation
A major goal is to assess an individual’s performance accurately as a basis for reward allocation decisions
Should be based on behavioral, results-oriented criteria, take a long-term view and allow employees input into the process
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