Robbins organization behaviour 13-chapter 18

Bob StretchSouthwestern College

Robbins & Judge

Organizational Behavior13th Edition

Human Resource Policies and Practices

Human Resource Policies and Practices

18-1© 2009 Prentice-Hall Inc. All rights reserved.

Chapter Learning ObjectivesChapter 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.


The Selection ProcessThe Selection Process

The most important HR decision is whom to hire

© 2009 Prentice-Hall Inc. All rights reserved. 18-3

E X H I B I T 18-1E X H I B I T 18-1

Initial Selection

Substantive Selection

Contingent Selection

Applicants who don’t meet basic requirements are

rejected.

Applicants who meet basic requirements, but are less qualified than others, are

rejected.

Applicants who are among best qualified, but who fail contingent selection, are

rejected.

Applicant receives job offer.

Stage 1: Initial SelectionStage 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


Stage 2: Substantive SelectionStage 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


Another Substantive Selection DeviceAnother 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© 2009 Prentice-Hall Inc. All rights reserved. 18-6

Stage 3: Contingent SelectionStage 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


Training and Development ProgramsTraining 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


What About Ethics Training?What About Ethics Training?

Argument against

– Personal values and value systems are fixed at an early age

Argument for

– 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


Training MethodsTraining Methods Formal

– 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


Individualized Training and Learning StylesIndividualized 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


Evaluating Training EffectivenessEvaluating 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


Performance EvaluationPerformance 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


What Do We Evaluate?What Do We Evaluate?

Individual Task Outcomes– 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


Who Should Do the Evaluating?Who Should Do the Evaluating?


360o FeedbackIncludes these and more

E X H I B I T 18-2E X H I B I T 18-2

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

Methods of Performance EvaluationMethods of Performance Evaluation


More Methods of Performance EvaluationMore Methods of Performance Evaluation

Graphic Rating Scales– An evaluation method in which the evaluator rates

performance factors on an incremental scale


Keeps up with currentpolicies and regulations.

11 22 33 44 55

CompletelyUnaware

FullyInformed

XX

Another Performance Evaluation MethodAnother Performance Evaluation Method

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.


Punctuality

Even More Evaluation MethodsEven 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…


E X H I B I T 18-3E X H I B I T 18-3

Suggestions for Improving EvaluationsSuggestions 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


Providing Performance FeedbackProviding 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


Managing Diversity: Work-Life ConflictsManaging 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


E X H I B I T 18-4E X H I B I T 18-4

Diversity TrainingDiversity Training

Used to increase awareness and to examine stereotypes

Participants learn to value individual differences, increase cross-cultural understanding, and confront stereotypes


Global ImplicationsGlobal Implications

Selection– 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


Summary and Managerial ImplicationsSummary 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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