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2007 Prentice Hall Inc. All rights reserved.

Human Resource

Policies andPractices

ChapterEIGHTEEN

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Selection 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.

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The Selection Process

Initial Selection

Substantive Selection

Contingent Selection

Applicants who dont meetbasic requirements are

rejected.

Applicants who meet basicrequirements, but are less

qualified than others, are rejected.

Applicants who are among bestqualified, but who fail contingent

selection, are rejected.

Applicant receives job

offer.

E X H I B I T 181

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Selection Devices (contd)

Written Tests Renewed employer interest in testing applicants for:

Intelligence: trainable to do the job?

Aptitude: could do job?

Ability: can do th

e job? Interest (attitude): would/will do the job?

Integrity: trust to do the job?

Tests must show a valid connection to job-relatedperformance requirements.

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Selection Devices (contd)

Performance-Simulation Tests Based on job-related performance

requirements.

Yield validities (correlation with jobperformance) superior to written aptitude

and personality tests.

Work Sample Tests

Creating a miniature replica of a job to evaluatethe performance abilities of job candidates.

Assessment Centers

A set of performance-simulation tests designedto evaluate a candidates managerial potential.

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Training and Development Programs

Types ofTypes of

TrainingTraining

Basic LiteracyBasic Literacy

SkillsSkills

TechnicalTechnical

SkillsSkills

InterpersonalInterpersonal

SkillsSkills

Problem SolvingProblem Solving

SkillsSkills

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What About Ethics Training?

Argument against ethicstraining

Personal values andvalue systems are fixedat an early age.

Arguments for ethicstraining

Values can be learnedand changed after earlychildhood.

Training helps employeesrecognize ethicaldilemmas and becomeaware of ethical issuesrelated to their actions.

Training reaffirms theorganizationsexpectation thatmembers will actethically.

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Training Methods

Individual andIndividual andGroup TrainingGroup Training

MethodsMethods

Formal TrainingFormal Training

Informal TrainingInformal Training

OnOn--thethe--JobJob

TrainingTraining

OffOff--thethe--JobJob

TrainingTraining

EE--trainingtraining

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Individualizing Formal Training to Fit the

Employees Learning Style

Participation andParticipation and

ExperientialExperiential

ExercisesExercises

ReadingsReadings LecturesLectures

Visual AidsVisual Aids

LearningLearning

StylesStyles

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Performance 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 ofparticipation in

training

Providing feedback to employees. The organizations view of their current performance

Supplying the basis for rewards allocation decisions.

Merit pay increases and other rewards

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Performance Evaluation (contd)

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.

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What Do We Evaluate?

TraitsTraits

Individual TaskIndividual Task

OutcomesOutcomesBehaviorsBehaviors

PerformancePerformance

EvaluationEvaluation

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Who Should Do the Evaluating?

ImmediateImmediate

SupervisorSupervisor

PeersPeers

SelfSelf--EvaluationEvaluation

ImmediateImmediate

SubordinatesSubordinates

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360-Degree

Evaluations

E X H I B I T 182

The primary objective of the 360-

degree performance evaluation is

to pool feedback from all of the

employees customers.

Source: Adapted fromPersonnel Journal, November 1994, p. 100.

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Methods of Performance Evaluation

Written Essay

A narrative describing an employees strengths,weaknesses, past performances, potential, andsuggestions for improvement.

Critical Incidents

Evaluating the behaviors that are key in making thedifference between executing a job effectively andexecuting it ineffectively.

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Methods of Performance Evaluation (contd)

Keeps up with current

policies and regulations.

11 22 33 44 55

CompletelyCompletely

UnawareUnaware

FullyFully

InformedInformed

XX

Graphic Rating Scales

An evaluation method in which the evaluator rates

performance factors on an incremental scale.

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Oversleeps for class.

Gets to class on time,

but nods off immediately.

Stays awake in class

but is inattentive.

Alert and takes

occasional notes.

Pays close attention and

regularly takes notes.

Passes next examination

and graduates on time.

Behaviorally AnchoredRating Scales (BARS)

Scales that combine majorelements from the critical

incident and graphic ratingscale approaches: Theappraiser rates the employeesbased on items along acontinuum, but the points areexamples of actual behavior on

a given job rather than generaldescriptions or traits.

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Forced Comparisons Evaluating one individuals performance relative

to the performance of another individual orothers.

Group Order Ranking

An evaluation method that places employees into aparticular classification, such as quartiles.

Individual Ranking

An evaluation method that rank-orders employeesfrom best to worse.

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Suggestions forImproving Performance Evaluations

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.

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

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

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Providing Performance Feedback

Why Managers Are Reluctant to GiveFeedback

Uncomfortable discussing performanceweaknesses directly with employees.

Employees tend to become defensive whentheir weaknesses are discussed.

Employees tend to have an inflatedassessment of their own performance.

Solutions to Improving Feedback

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

than as a judgment process.

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International HR Practices: Selected Issues

Selection

Few common procedures, differ by nation.

Performance Evaluation

Not emphasized or considered appropriate in manycultures due to differences in:

Individualism versus collectivism.

Apersons relationship to the environment.

Time orientation (long- or short-term). Focus on responsibility.

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Managing Diversity in Organizations

WorkWork PersonalPersonal

LifeLife

Integration or

Segmentation

WorkWork -- Life ConflictsLife Conflicts

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Work/Life Initiatives

E X H I B I T 184

Strategy Program or Policy

Time-based Flextime

strategies Job sharing

Part-time work

Leave for new parents

Telecommuting

Closing plants/offices for special occasions

Information-based Intranet work/life Web site

strategies Relocation assistance

Eldercare resources

Money-based Vouchers for child carestrategies Flexible benefits

Adoption assistance

Discounts for child care tuition

Leave with pay

Source: Based on C. A. Thompson, Managing the Work-Life Balancing Act: An Introductory

Exercise, Journal of Management Education, April 2002, p. 210; and R. Levering and M.

Moskowitz, The Best in the Worst ofTimes, Fortune, February 4, 2002, pp. 6090.

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Work/Life Initiatives

E X H I B I T 184 (contd)

Strategy Program or PolicyDirect services On-site child care

Emergency back-up care

On-site health/beauty

services

Concierge services

Take-out dinners

Culture-change Training for managers to

help employees

strategies deal with work/life

conflicts

Tie manager pay to

employee satisfactionFocus on employees

actual performance,

not face time

Source: Based on C. A. Thompson, Managing the Work-Life Balancing Act: An Introductory

Exercise, Journal of Management Education, April 2002, p. 210; and R. Levering and M.

Moskowitz, The Best in the Worst ofTimes, Fortune, February 4, 2002, pp. 6090.

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Managing Diversity in Organizations (contd)

Diversity Training

Participants learn to value individual differences,increase cross-cultural understanding, and confrontstereotypes.

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Career Development Responsibilities

Organization Clearly communicate

organizations goalsand future strategies.

Create growthopportunities.

Offer financialassistance.

Provide time for

employees to learn.

Employees Know yourself.

Manage your reputation.

Build and maintain

network contacts. Keep current.

Balance your generalistand specialistcompetencies.

Document yourachievement.

Keep your options open.

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What are your views on work-life initiatives? What pros and

cons can you see for an

organization consideringimplementing programs of this

sort?

ChapterCheck-Up: HR Policies

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Marie just finished her first job interview for aMarie just finished her first job interview for a

position as a call center representative for aposition as a call center representative for a

book distributor. In her interview, she was askedbook distributor. In her interview, she was asked

if shes ever been in prison. She wonders if thisif shes ever been in prison. She wonders if this

is a usual and legal question. Your thoughts?is a usual and legal question. Your thoughts?

A question about a criminal record can only be asked if it is directly

related to the position; in this case, it is not obvious why this

position would require that information.

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At which stage of the

selection process do you

think a companys culture

becomes clear to an

employee? Discuss with a

classmate.


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