Chapter 17: HR Policies and Practices
Selection Devices – Start with a Job Analysis
 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. (What is “structured”???)
– Are better for assessing applied mental skills,
conscientiousness, interpersonal skills, and personorganization fit of the applicant.
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)
 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 Programs
Basic Literacy
Technical Skills
Types of
Training
Problem Solving
Interpersonal Skills
Performance Evaluation
 Purposes of Performance Evaluation
1) Making general human resource decisions.
• Promotions, transfers, and terminations
2) Identifying training and development needs.
• Employee skills and competencies
3) Validating selection and development programs.
• Employee performance compared to selection
evaluation and anticipated performance results of
participation in training.
4) Providing feedback to employees.
• The organization’s view of their current performance
5) Supplying the basis for rewards allocation decisions.
• Merit pay increases and other rewards
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.
Performance Evaluation (cont’d)
 What Do We Evaluate?
Individual Task
Outcomes
Behaviors
Performance
Evaluation
Traits
Performance Evaluation (cont’d)
 Who Should Do the Evaluating?
Immediate
Supervisor
Peers
Self-Evaluation
Immediate
Subordinates
360-Degree
Evaluations
Methods of Performance Evaluation (cont’d)
Keeps up with current
policies and regulations.
1
2
3
4
5
X
Completely
Unaware
Fully
Informed
Methods of Performance Evaluation (cont’d)
Passes next examination
and graduates on time.
Pays close attention and
regularly takes notes.
Alert and takes
occasional notes.
Stays awake but is
inattentive.
Get to class on time,
but nods off immediately.
Oversleeps for class.
Suggestions for Improving Performance Evaluations
Emphasize behaviors rather than traits.
Document performance behaviors in a diary.
Use multiple evaluators to overcome rater biases.
Evaluate selectively based on evaluator competence.
Train evaluators to improve rater accuracy.
Provide employees with due process.
Providing 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)
 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 Interface
Keep
Jobs
Here
No More Layoffs
More Wages
Better Working
Conditions
Managing Diversity in Organizations
 Diversity Training – Most Common
– 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.