Ch17 Hr Policies

ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S

W W W . P R E N H A L L . C O M / R O B B I N S

T E N T H E D I T I O N

© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie Cook

© 2003 Prentice Hall Inc. All rights reserved. 17–2

AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:

1. Contrast job descriptions with job specifications.

2. List the advantages of performance simulation tests over written tests.

3. Define four skill categories.

4. Describe how career planning has changed in the past 20 years.

5. Explain the purposes of performance evaluation.

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AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:

6. Describe actions that can improve the performance-evaluation process.

7. Clarify how the existence of a union affects employee behavior.

8. Identify the content in a typical diversity-training program.

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Selection PracticesSelection Practices


Popular Job Analysis MethodsPopular Job Analysis Methods

E X H I B I T 17-1


Selection Practices- Job Analysis (cont’d)Selection Practices- Job Analysis (cont’d)


Selection DevicesSelection Devices

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.”– Should be structured to ensure against

distortion due to interviewers’ biases.– Are better for assessing applied mental skills,

conscientiousness, interpersonal skills, and person-organization fit of the applicant.


Selection Devices (cont’d)Selection Devices (cont’d)

Written Tests– Renewed employer interest in testing applicants

for:• Intelligence: trainable to do the job?• Aptitude: could do job?• Ability: can do the job?• Interest (attitude): would/will do the job?• Integrity: trust to do the job?

– Tests must be show validated connection to job-related performance requirements.


Selection Devices (cont’d)Selection Devices (cont’d)

Performance-Simulation Tests– Based on job-related performance requirements– Yield validities (correlation with job performance)

superior to written aptitude and personality tests.


Training and Development ProgramsTraining and Development Programs

Types ofTypes ofTrainingTraining

Types ofTypes ofTrainingTraining

Basic LiteracyBasic LiteracyBasic LiteracyBasic Literacy Technical SkillsTechnical SkillsTechnical SkillsTechnical Skills

Interpersonal SkillsInterpersonal SkillsInterpersonal SkillsInterpersonal SkillsProblem SolvingProblem SolvingProblem SolvingProblem Solving


Individualizing Formal Training to Fit the Employee’s Learning Style

Individualizing Formal Training to Fit the Employee’s Learning Style

Participation andExperientialExercises

Participation andExperientialExercises

ReadingsReadings LecturesLectures

Visual AidsVisual Aids

LearningLearningMethodsMethodsLearningLearningMethodsMethods


Career Development ResponsibilitiesCareer Development Responsibilities

Organization– Clearly

communicate organization’s goals and future strategies.

– Create growth opportunities.

– Offer financial assistance.

– Provide time for employees to learn.

Employees– Know yourself.– Manage your

reputation.– Build and maintain

network contacts.– Keep current.– Balance your generalist

and specialist competencies.

– Document your achievement.

– Keep your options open.


Performance EvaluationPerformance Evaluation

Purposes of Performance Evaluation– Making general human resource decisions.

• Promotions, transfers, and terminations

– Identifying training and development needs.• Employee skills and competencies

– Validating selection and development programs.• Employee performance compared to selection

evaluation and anticipated performance results of participation in training.

– Providing feedback to employees.• The organization’s view of their current performance

– Supplying the basis for rewards allocation decisions.

• Merit pay increases and other rewards


Performance Evaluation (cont’d)Performance Evaluation (cont’d)

Performance Evaluation and Motivation– If employees are to be motivated to perform,

then:• Performance objectives must be clear.• Performance criteria must be related to the job.• Performance must be accurately evaluated.• Performance must be properly rewarded.



What Do We Evaluate?

TraitsTraitsTraitsTraits

Individual TaskIndividual TaskOutcomesOutcomes

Individual TaskIndividual TaskOutcomesOutcomes BehaviorsBehaviorsBehaviorsBehaviors

Performance Performance EvaluationEvaluation

Performance Performance EvaluationEvaluation



Who Should Do the Evaluating?

ImmediateImmediateSupervisorSupervisor

PeersPeers

Self-EvaluationSelf-Evaluation

ImmediateImmediateSubordinatesSubordinates


360-Degree Evaluations

360-Degree Evaluations

E X H I B I T 17-3


Methods of Performance EvaluationMethods of Performance Evaluation

written essay

A narrative describing an employee’s strengths, weaknesses, past performances, potential, and suggestions for improvement.


Methods of Performance Evaluation (cont’d)Methods of Performance Evaluation (cont’d)

Keeps up with currentpolicies and regulations.

11 22 33 44 55

CompletelyCompletelyUnawareUnaware

FullyFullyInformedInformed

XX



Oversleeps for class.

Get to class on time,but nods off immediately.

Stays awake but is inattentive.

Alert and takes occasional notes.

Pays close attention and regularly takes notes.

Passes next examinationand graduates on time.



Forced Comparisons– Evaluating one individual’s performance relative

to the performance of another individual or others.



Forced Comparisons (cont’d)


Suggestions for Improving Performance EvaluationsSuggestions for Improving Performance Evaluations

Emphasize behaviors rather than traits.Emphasize behaviors rather than traits.Emphasize behaviors rather than traits.Emphasize behaviors rather than traits.

Document performance behaviors in a diary.Document performance behaviors in a diary.Document performance behaviors in a diary.Document performance behaviors in a diary.

Use multiple evaluators to overcome rater biases.Use multiple evaluators to overcome rater biases.Use multiple evaluators to overcome rater biases.Use multiple evaluators to overcome rater biases.

Evaluate selectively based on evaluator competence.Evaluate selectively based on evaluator competence.Evaluate selectively based on evaluator competence.Evaluate selectively based on evaluator competence.

Train evaluators to improve rater accuracy.Train evaluators to improve rater accuracy.Train evaluators to improve rater accuracy.Train evaluators to improve rater accuracy.

Provide employees with due process.Provide employees with due process.Provide employees with due process.Provide employees with due process.


Providing Performance FeedbackProviding Performance Feedback

Why Managers Are Reluctant to Give Feedback– Uncomfortable discussing performance

weaknesses directly with employees.– Employees tend to become defensive when

their weaknesses are discussed.– Employees tend to have an inflated assessment

of their own performance. Solutions to Improving Feedback

– Train managers in giving effective feedback.– Use performance review as counseling activity

rather than as a judgment process.


Providing Performance Feedback (cont’d)Providing Performance Feedback (cont’d)

What About Team Performance Evaluations?1. Tie the team’s results to the organization’s

goals.2. Begin with the team’s customers and the work

process the team follows to satisfy customer needs.

3. Measure both team and individual performance.

4. Train the team to create its own measures.


The Union-Management InterfaceThe Union-Management Interface

Keep Keep J obs J obs HereHere

No More Layoff sNo More Layoff sMore WagesMore Wages

Better Working Better Working ConditionsConditions


The Union’s Impact on Employee Performance and Job Satisfaction

The Union’s Impact on Employee Performance and Job Satisfaction

E X H I B I T 17-4


International HR Practices: Selected IssuesInternational HR Practices: Selected Issues

Selection– Few common procedures, differ by nation.

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 of responsibility.


Managing Diversity in OrganizationsManaging Diversity in Organizations

WorkWork PersonalPersonalLifeLife

Integration orSegmentation

Work -Life ConflictsWork -Life ConflictsWork -Life ConflictsWork -Life Conflicts


Work/Life InitiativesWork/Life Initiatives

E X H I B I T 17-5a


Work/Life Initiatives (cont’d)Work/Life Initiatives (cont’d)

E X H I B I T 17-5b


Work/Life Initiatives (cont’d)Work/Life Initiatives (cont’d)

E X H I B I T 17-5c


Managing Diversity in Organizations (cont’)Managing Diversity in Organizations (cont’)

Diversity Training– Participants learn to value individual differences,

increase cross-cultural understanding, and confront stereotypes.

– A typical diversity training program:• Lasts for half a day to three days.• Includes role-playing exercises, lectures,

discussions, and sharing experiences.

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Ch17 Hr Policies

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