3. Policies and Practices

ChapterEIGHTEEN Human Resource Policies and Practices © 2007 Prentice Hall Inc. All rights reserved. Selection Selection Devices 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. © 2007 Prentice Hall Inc. All rights reserved. but are less qualified than others.The The Selection Selection Process Process Initial Selection Substantive Selection Contingent Selection Applicants who don’t meet basic requirements are rejected. Applicants who are among best qualified. Applicants who meet basic requirements. Applicant receives job offer. but who fail contingent selection. are rejected. © 2007 Prentice Hall Inc. All rights reserved. are rejected. E X H I B I T 18–1 E X H I B I T 18–1 . All rights reserved. © 2007 Prentice Hall Inc. .Selection Selection Devices Devices (cont’d) (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 show a valid connection to jobrelated performance requirements. – Yield validities (correlation with job performance) superior to written aptitude and personality tests. 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 © 2007 Prentice Halla candidate’s designed to evaluate managerial potential. Inc. .Selection Selection Devices Devices (cont’d) (cont’d)  Performance-Simulation Tests – Based on job-related performance requirements. All rights reserved. Training Training and and Development Development Programs Programs Basic BasicLiteracy Literacy Skills Skills Technical Technical Skills Skills Types Typesof of Training Training Problem ProblemSolving Solving Skills Skills © 2007 Prentice Hall Inc. Interpersonal Interpersonal Skills Skills . All rights reserved. © 2007 Prentice Hall Inc.  Arguments for ethics training – Values can be learned and changed after early childhood.What What About About Ethics Ethics Training? Training?  Argument against ethics training – Personal values and value systems are fixed at an early age. – Training helps employees recognize ethical dilemmas and become aware of ethical issues related to their actions. – Training reaffirms the organization’s expectation that members will act ethically. All rights reserved. . Informal InformalTraining Training .Training Training Methods Methods Formal FormalTraining Training E-training E-training Off-the-Job Off-the-Job Training Training Individual Individualand and Group Group Training Training Methods Methods On-the-Job On-the-Job Training Training © 2007 Prentice Hall Inc. All rights reserved. Visual VisualAids Aids .Individualizing Individualizing Formal Formal Training Training to to Fit Fit the the Employee’s Employee’s Learning Learning Style Style Readings Readings Lectures Lectures Learning Learning Styles Styles Participation Participationand and Experiential Experiential Exercises Exercises © 2007 Prentice Hall Inc. All rights reserved. • The organization’s view of their current performance – Supplying the basis for rewards allocation decisions. Merit pay Hall increases and other rewards © 2007• Prentice Inc. and terminations – Identifying training and development needs. All rights reserved. . • Promotions. • Employee skills and competencies – Validating selection and development programs.Performance Performance Evaluation Evaluation  Purposes of Performance Evaluation – Making general human resource decisions. • Employee performance compared to selection evaluation and anticipated performance results of participation in training – Providing feedback to employees. transfers. . © 2007 Prentice Hall Inc. • Performance must be accurately evaluated. • Performance must be properly rewarded. • Performance criteria must be related to the job.Performance Performance Evaluation Evaluation (cont’d) (cont’d)  Performance Evaluation and Motivation – If employees are to be motivated to perform. All rights reserved. then: • Performance objectives must be clear. .Performance Performance Evaluation Evaluation (cont’d) (cont’d)  What Do We Evaluate? Individual IndividualTask Task Outcomes Outcomes Behaviors Behaviors Performance Performance Evaluation Evaluation Traits Traits © 2007 Prentice Hall Inc. All rights reserved. .Performance Performance Evaluation Evaluation (cont’d) (cont’d)  Who Should Do the Evaluating? Immediate Supervisor Peers Self-Evaluation Immediate Subordinates © 2007 Prentice Hall Inc. All rights reserved. All rights reserved. 100. © 2007 Prentice Hall Inc. 360-Degree 360-Degree Evaluations Evaluations E X H I B I T 18–2 E X H I B I T 18–2 .The primary objective of the 360degree performance evaluation is to pool feedback from all of the employee’s customers. p. Source: Adapted from Personnel Journal. November 1994. Methods Methods of of Performance Performance Evaluation Evaluation Written Essay A narrative describing an employee’s strengths. . potential. © 2007 Prentice Hall Inc. 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. past performances. All rights reserved. weaknesses. Keeps up with current policies and regulations. 1 2 3 4 5 X Completely Unaware © 2007 Prentice Hall Inc. Fully Informed . All rights reserved.Methods Methods of of Performance Performance Evaluation Evaluation (cont’d) (cont’d) Graphic Rating Scales An evaluation method in which the evaluator rates performance factors on an incremental scale. Passes next examination and graduates on time. © 2007 Prentice Hall Inc. All rights reserved. Alert and takes occasional notes. Stays awake in class but is inattentive. but the points are examples of actual behavior on a given job rather than general descriptions or traits.Methods Methods of of Performance Performance Evaluation Evaluation (cont’d) (cont’d) 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. Oversleeps for class. . Gets to class on time. but nods off immediately. Pays close attention and regularly takes notes. Individual Ranking An evaluation method that rank-orders ©employees 2007 Prenticefrom Hall best to worse. . Group Order Ranking An evaluation method that places employees into a particular classification. Inc. All rights reserved. such as quartiles.Methods Methods of of Performance Performance Evaluation Evaluation (cont’d) (cont’d)  Forced Comparisons – Evaluating one individual’s performance relative to the performance of another individual or others. biases. Train Trainevaluators evaluatorsto toimprove improverater rateraccuracy. © 2007 Prentice Hall Inc. process. Evaluate Evaluateselectively selectivelybased basedon onevaluator evaluatorcompetence. Provide Provideemployees employeeswith withdue dueprocess. . accuracy.Suggestions Suggestionsfor for Improving ImprovingPerformance PerformanceEvaluations Evaluations Use Usemultiple multipleevaluators evaluatorsto toovercome overcomerater raterbiases. competence. All rights reserved. – Use performance review as counseling activity than as a judgment process. © 2007 Prentice Hall Inc. – Employees tend to have an inflated assessment of their own performance.  Solutions to Improving Feedback – Train managers in giving effective feedback.Providing Providing Performance Performance Feedback Feedback  Why Managers Are Reluctant to Give Feedback – Uncomfortable discussing performance weaknesses directly with employees. All rights reserved. – Employees tend to become defensive when their weaknesses are discussed. . • Focus on responsibility. • Time orientation (long. © 2007 Prentice Hall Inc. .  Performance Evaluation – Not emphasized or considered appropriate in many cultures due to differences in: • Individualism versus collectivism. • A person’s relationship to the environment.or short-term).International International HR HR Practices: Practices: Selected Selected Issues Issues  Selection – Few common procedures. differ by nation. All rights reserved. Personal Life . All rights reserved.Life Life Conflicts Conflicts Work Integration or Segmentation © 2007 Prentice Hall Inc.Managing Managing Diversity Diversity in in Organizations Organizations Work Work -. E X H I B I T 18–4 E X H I B I T 18–4 . April 2002.” Journal of Management Education. pp. Source: Based on C.” Fortune. p. 2002. 60–90. February 4. “The Best in the Worst of Times. “Managing the Work-Life Balancing Act: An Introductory Exercise. and R. A. All rights reserved. Moskowitz. Levering and M. Thompson. 210.Work/Life Work/Life Initiatives Initiatives Strategy Program or Policy Time-based strategies Flextime Job sharing Part-time work Leave for new parents Telecommuting Closing plants/offices for special occasions Information-based strategies Intranet work/life Web site Relocation assistance Eldercare resources Money-based strategies Vouchers for child care Flexible benefits Adoption assistance Discounts for child care tuition Leave with pay © 2007 Prentice Hall Inc. p. 60–90. 210. Thompson. pp. Moskowitz.Work/Life Work/Life Initiatives Initiatives Strategy Program or Policy Direct services On-site child care Emergency back-up care On-site health/beauty services Concierge services Take-out dinners Culture-change help employees strategies conflicts Training for managers to deal with work/life Tie manager pay to employee satisfaction Focus on employees’ actual performance. April 2002. “Managing the Work-Life Balancing Act: An Introductory Exercise. not “face time” © 2007 Prentice Hall Inc. Source: Based on C. All rights reserved. February 4.” Journal of Management Education. and R. Levering and M. E X H I B I T 18–4 (cont’d) E X H I B I T 18–4 (cont’d) . A. 2002.” Fortune. “The Best in the Worst of Times. . All rights reserved. © 2007 Prentice Hall Inc. and confront stereotypes.Managing Managing Diversity Diversity in in Organizations Organizations (cont’d) (cont’d)  Diversity Training – Participants learn to value individual differences. increase cross-cultural understanding. – Create growth opportunities. – Know yourself. – Build and maintain network contacts. – Keep current. – Keep your options open. – Document your achievement. – Balance your generalist and specialist competencies. – Offer financial assistance. . – Manage your reputation. © 2007 Prentice Hall Inc. – Provide time for employees to learn. All rights reserved.Career Career Development Development Responsibilities Responsibilities  Organization  Employees – Clearly communicate organization’s goals and future strategies. .Chapter Check-Up: HR Policies What are your views on worklife initiatives? What pros and cons can you see for an organization considering implementing programs of this sort? © 2007 Prentice Hall Inc. All rights reserved. she was asked if she’s ever been in prison.Chapter Check-Up: HR Policies Marie just finished her first job interview for a position as a call center representative for a book distributor. Your thoughts? A question about a criminal record can only be asked if it is directly related to the position. it is not obvious why this position would require that information. . All rights reserved. in this case. She wonders if this is a usual and legal question. © 2007 Prentice Hall Inc. In her interview. Chapter Check-Up: HR Policies At which stage of the selection process do you think a company’s culture becomes clear to an employee? Discuss with a classmate. © 2007 Prentice Hall Inc. . All rights reserved.