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Post Midterm Notes
Introduction to Human Resources Management (Carleton University)
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Chapter 6: Selection
Recruitment: the process of finding and attracting capable individuals to apply for employment.
Selection: Starts when recruits have applied for employment, it is the process of collecting and
evaluating information about applicants in order to make the hiring decision.
Strategic significance of the selection function:
- Successful execution of an org’s strategy depends on the caliber of its employees
- An org’s selection decisions must reflect job requirements
- Selection strategy must be well-integrated with org priorities (i.e. stage in life cycle).
- Selection strategy should recognise organizational constraints.
- Selection strategy should recognise labour market realities (i.e. Shortages of labour)
- Selection strategy should be ethical and fair.
Basic Steps in the Selection Process:
Steps in the development of a Selection Program:
1.
2.
3.
4.
5.
6.
Job analysis
Identification of relevant performance dimensions
ID of KSAO (Knowledge, Skills, Abilities and Other characteristics) necessary for the job
Development of assessment devices to measure KSAO’s
Validation of assessment devices
Use of assessment devices in the processing of applications.
Validity of Selection Instruments:
Pertains to:
- Whether the test actually measures what it claims to. I.e. IQ
- The extent to which a selection instrument relates to job performance or some other
relevant criterion. I.e. Theft, absenteeism.
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Types of validity:
Criterion-related Validity
1. Predictive Validity: correlate applicants scores on a selection test with some criterion on
the job ( i.e. performance, theft) measured at some time later.
2. Concurrent validity: correlate current employees test scores with their current or past
performance ratings. Measures typically taken concurrently, or at around the same time.
**Both the approve approaches are empirical (IE data driven) and result in a validity
(correlation) coefficient that ranges for -1 to 1.
Validity coefficient: Correlation is measured by “r”, between a predictor (ie intelligence) and a
criterion (ie. Performance).
Interpreting Validity coefficients:
- r. > 0.6 great prediction
- 0.3<r<0.6 very good prediction
- R<0.3 not great prediction.
- R2 is the proportion or percentage of variability in the criterion that is related to the
predictor.
Rational Approach:
3. Content Validity: Assessed by SME’s( small to med enterprises??). Does the selection
devise measure relevant job content.
4. Face Validity: Assessed by job applicants. DO applicants see the link between the
test/devise and the job content/requirements.
5. Construct Validity: Does the test/devise actually measure what is is supposed to.
Reliability:
- Ideally want r> 0.7 or .8
Internal Consistency: Questions/ items on a test that measure similar content. Coefficent alpha,
split- half???
Test-retest: Test gives consistent results over time
Inter-rater: agreement between raters on scores/ratings.
** if a test is not reliable, it is also not valid.
Selection Instruments:
Application Banks:
1. Weighted application bank (WAB): Takes into consideration that some aspects of
application might be more predictive of success than others.
2. Biographical info Banks (BIB): MC or short answer format. Has questions about lifestyle
and hobbies, options and attitues. However, it has issues in that it is fakeable.
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** average validity of WAB and BIB is 0.35
Employment Tests:
Personality Tests:
- Big 5: neuroticism, openness to experience, introversion vs extroversion, agreeableness
and conscientiousness.
- Some validity at predicting performance
- Can also measure leadership and job satisfaction
Integrity/ Honesty Test:
- Very controversial
- Polygraph
- Paper and pencil tests-overt or covert
Graphology:
- No evidence for validity
- Used in Europe
Knowledge Tests:
- Perceived as fair and face valid
Performance/ work sample tests:
- Directly measure ability to perform components of the job
- Fair
Cognitive ability tests:
- Validity for predicting performance and training success are high across various jobs,
adds incremental validity beyond other measures.
- Wonderlic Test: short measure, used in the NFL
Assessment Centers:
- Predicts managerial potential, career progress, salary advances
- Multiple assessors and participants
- Several assessment exercises: I.e: in-basket exercise, job simulations, interviews,
personality tests, leadership group discussions.
- Median validity coefficient of 0.4
- Expensive.
Week 7: Orientation, Training & Development, and Career Planning
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Interview: formal in-depth conversation conducted to evaluate the applicant’s acceptability.
- Most commonly used selection device
Interview Structure:
Unstructured interview:
- No constraints on questions asked
- No standardization
- Questions developed as interview proceeds
- Validity- 0.25
Structured interview:
- Predetermined set of questions asked in the same way and in the same order for all
interviews
- Highly standardized
- Scoring key
- Increases reliability and validity of interview
- Validity- 0.5
Types of structured interviews:
- Behavioural description interviews
- Situational interviews
- Stress-producing interviews (police, air traffic)
Panel vs individual interviews (panel helps more with unstructured interviews
Technology-mediated interviews (i.e. video conference).
Situational Interview:
- Intentions predict subsequent behaviour
- Framed in terms of hypothetical scenarios
- Based on critical incidents
- Behavioural rating scale used to assess quality of response on targeted dimensions.
Behavioural Description Interview:
- The best prophet of the future is the past
- Taps past job behaviours
- Interviewer follow up/clarifying questions(probes)
- As with SI, critical job analysis and scoring. Use STAR method.
Stages in the typical employment interview
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Interviewer Errors:
Halo effect: allowing one or two characteristics either good or bad to influence the evaluation of
other characteristics.
Contrast effect: allowing the quality of candidates who preceded the present applicant to
influence the rating of the present candidate.
First impression error: Making an evaluation of the application within the first few mins of the
interview
Similar- to-me effect: Favourably evaluating an applicant because he is similar to the interviewer
in some way.
Leading questions: interviewers who telegraph the desired answer they frame their questions.
“do you think you’ll like the work?”
Stereotyping: harbouring prejustices against certain groups and or allowing personal biases to
effect decisions.
Interviewer domination: interviewers brags about their successes or carry on social
conversation instead of conducting the interview.
Chapter 7:
Onboarding
- the process of integrating and acculturing new employees into the org and providing
them with the tools and resources and knowledge to become successful and
productive.
- Includes: orientation, socialization, training and development of activities
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-
Involves efforts to: build relationships, understanding of culture, provide KSAOs
needed to perform the job.
Purpose of Onboarding:
- Reduce employee turnover
- Reduce errors and save time
- Develop clear expectations
See 332 for text 7-2.
Training:
-
A planned effort by an org to facilitate the learning of job-related behaviours
Relevant for both new and established employees
Main difference between training and development:
o Training=for current job
o Development=for future job
Steps in the training program:
Learning principles:
Participation: improves motivation and engages more senses that help reinforce the learning
process.
Repetition: Etches a pattern into our memory, makes behaviour to be learned more meaningful.
Relevance: learning is helped when the material to be learned is meaningful.
Transference: the application of training to actual job situations.
Feedback: gives learners information on their progress.
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Training Techniques:
On the job training:
- Job rotation
- Apprenticeships and coaching
Off the job training:
- Lecture and video presentations
- Job labs and simulations
- Role playing
- Case study
- Self-study and programmed learning
- Web based learning
o I.e MOOC, virtual reality.
Training and development evaluation Criteria:
1. Reaction
2. Knowledge
3. Behaviour
4. Organizational results
Week 8: Performance Management
Performance Appraisal: the process by which orgs evaluate employee job performance.
Uses of performance Appraisals:
- Performance improvement
- Compensation Adjustments
- Placement decisions
- Training and development needs
- Career planning and development
- Selection device validation
- Re-redesign
Rater Biases:
-
Halo Effect
Central Tendency Effort
Leniency and strictness biases
Personal Prejudice
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Recency effect
Contrast effect
Characteristics of an effective performance appraisal System:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Is it valid: relevant to job, is it accurate
Is it reliable: interrater reliability, do different raters have same opinions and ratings
Have employees involved in the process
Standards and goals- realistic and obtainable, specific and challenging
Standards: under the control of employees.
Frequent feedback- should be given more than once per year
Raters should be trained on performance appraisal errors, trained on KSAOs
Employees have input in PA
Appraisals should have consequences
360-degree Performance Feedback: Combination of self, peer, supervisor, and subordinate
performance evaluation (can also include customers and suppliers).
- Should not be used for administrative decisions.
Downside of supervisor ratings: Recent downsizing in # of supervisors have negative effects on
ratings.
Rating Methods and Scales:
- Vary in terms of format and subjectivity/objectivity
- Can be noncomparative or comparative
- Can be past oriented or future oriented
- Should assess multiple performance dimensions relevant to the job
o Behavioural ratings should be used.
“kiss up, kick down” manager loves them, but subordinates hate them
Noncomparative Appraisal Methods:
1. Basic Rating Scale: Subjective evaluation, traditionally access traits, no behavioural
anchors, easy for biases to creep in, criteria may not ve directly related to job
performance.
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2. Critical Incidents: Effective or ineffective that leads to the success or failure on the job.
a. Record incidents of employees behaviour that are either really good or really
poor. Categorize in terms of various performance dimensions eg safety,
customers relations.
b. Should be ongoing documentation process.
3. BARS (Behaviourally Anchored Rating scale): Behavioural anchors based on critical
incidents incidents-anchors help to limit subjectivity. Conducted for various performance
dimensions. Can reflect what the employee has done or may be expected to do.
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Practical to use, accurate. Labour intensive
4. Performance tests and observations: reasonable for some jobs. Ie pilots in flight
simulator.
5. Management-by-objectives: employee and supervisor jointly set performance goals for
the future.
6. Assessment Centres: Assess managerial promotion potential.
Comparative Appraisal Methods:
- Make comparative judgments between employees. Can be good for decisions on meritpay increases, promotions, etc.
1. Ranking Method
2. Forced Distributions
a. Gets around central tendency, leniency, strictness biases, etc
b. Usually force distribution into a normal curve.
Evaluation Interviews: Performance review sessions that give employees feedback about their
past performance and or future potential.
Guidelines for effective performance evaluation Interviews:
1. Emphasise positive aspects of employees performance
2. Tell each employee that the evaluation session is to improve performance, not discipline.
3. Conduct the performance review sessions in private with minimum interruptions
4. Review performance formally at least annually and more frequently for new employees
or those who are performing poorly.
5. Make Criticisms, specific not general and vague
6. Focus criticism on performance not on personality characteristics.
7. Stay calm and do not argue with the person being evaluated
8. Identify specific actions the employee can take to improve performance.
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9. Emphasize the evaluator willingness to assist the employees efforts to improve
performance.
10. End the evaluation session be stressing the positive aspects of the employees
performance and reviewing plans to improve performance.
Week 9: Chapter 9&10- Compensation and Benefits
Absolute Pay level: Physiological and security needs
Relative pay level: Social and esteem needs
Objectives Sought through effective Compensation Administration:
1. Acquire qualified personnel
2. Retain present employees
3. Ensure equity
4. Reward desired behaviour
5. Control costs
6. Comply with legal regulations
7. Further administrative efficiency
Job Evaluation:
- The process of assessing job content and ranking jobs within an organization
- Provides rationale for paying one job in an organization more or less than another
- Job evaluation deals with internal equity issues
- Main methods
o Job ranking
o Job grading
o Point system
Point System: (pg 422)
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1.
2.
3.
4.
5.
6.
Determine compensable factors
Determine levels (or Degrees) of factors
Allocate points to sub-factors
Allocate of points to levels (degrees)
Develop the point manual
Apply the point system
Pricing jobs includes two activities:
-
-
Establishing the appropriate pay level for each job
o Appropriate pay reflects the job’s relative (job evaluation) and absolute (wage
and salary survey) worth.
Grouping the different pay levels into a structure that can be managed effectively.
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Rate Changes:
-
A pay range for each job class
Allows for differentiation among below average, average, and above average performers.
Can give merit raise to above average performers
If wage-trend line suggest $18 per hour for a job, with a $2 rate range
o 16$ for marginal performers, $18 for average, and $20 for exceptional.
Challenges affecting compensation:
- Prevailing wage rates
- Union power
- Productivity
- Wage and salary policies
- Government constraints ( ie min wage and pay equity)
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Chapter 10: Employee Benefits and Services
Direct Pay: pay based on critical job factors and performance
Indirect Compensation: benefits and services extended as a condition of employement
- Not directly related to performance
- Two main types:
o Those that are legally required
o Those that are implemented voluntarily
Voluntary Benefits:
- Life insurance
- Medical dental
- Salary compensation plans
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o Short term disability
o Long term disability
Employee Security Benefits:
- Employment income security
o Severance pay
o Guaranteed annual wage
o Supplemental unemployment benefits
Private Pension plans
- Two basic types:
1. Defined benefits
2. Defined contribution
Part time benefits:
- On the job breaks
- Paid sick or personal leave
- Holidays and vacations
Employee Services:
-
Educational assistance ie tuition refunds
Financial services- discounts , stock
Social services- EAP, company sports teams, relocation programs
Flexible Benefits Program:
- Programs that allow employees to select the mix of benefits and services that will
answer their individual needs (aka “cafeteria benefit programs”).
- Benefits wanted by 25 year old may be very different than those wanted by someone in
their 50s.
Lecture 10- Chap 12- Ensuring Health and Safety at the workplace
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Over the last two decades, there has been a growing emphasis on health and safety in the
workplace. Strong union pressure, together with an increased public interest in greater
corporate responsibility, has resulted in better and more comprehensive federal and provincial
legislation and health and safety measures
-
3 Canadians die every working day from work related injury
15 serious per reported 1000 injuries
Cost $8B per year
Occupational Health and Safety:
- OH&S is the identification, evaluation, and control of hazards associated with the work
environment. These hazards range from chemical, biological, and physical agents to
psychosocial disorders such as stress
Health Hazards:
-
Physical agents – exposure to physical elements such as noise, temperature, lighting,
vibrations, and radiation.
Biological agents/biohazards – exposure to natural organisms, such as parasites,
bacteria, insects, viruses and so on.
Chemical agents – exposure to chemical compounds or other harmful toxic substances.
Ergonomically related injuries – caused by the work environment and includes repetitive
strain, stress, over-exertion/fatigue and back injuries.
Three Principle rights of workers:
1. The right to refuse dangerous work without penalty
2. The right to participate in identifying correct health and safety problems
3. The right to know about hazards in the workplace
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Joint occupational health ans safety committee responsibilities:
-
Meet at least 9 times a year
Actively and expeditiously consider and address health and safety complaints
Participate in all inquiries, investigations, and inspections pertaining to employee health
and safety
Ensure adequate records are kept regarding accidents, injuries, and health hazards.
Participate in the implementation of changes that affect employee health and safety
Ensure that every part of the workplace is inspected frequently (at least once a year)
Hazardous products act:
-
Federal act to protect consumers by regulating the sale of dangerous products.
Workplace hazardous material information system (WHMIS):
- Federal law requiring labels on all hazardous products and a Material Safety Data Sheet
(MSDS) on each product.
- HPA also requires that an employer provide training to enable employees to recognize
WHMIS symbols and understand info in MSDS.
Bill C-45, the “Westray Bill”
- The ramifications for failure to provide a safe work environment have become more
serious following the passing of Bill C-45 in March 2004.
- Under this law, also known as the Westray legislation, employers whose occupational
health and safety violations are deemed negligent can be criminally charged and face
substantial jail time.
Workplace Stress:
-
-
The harmful physical and emotional responses that can happen, at least in part, when
there is a conflict between job demands of the employee and the amount of control the
employee has over meeting those demands.
Note: a moderate level of stress may be beneficial
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Major Causes of workplace stress ( fig 12-5)
Factors Unique to the Job
• Workload
• Hours of work / shift work
• Physical environment (noise, air quality, etc.)
• Isolation (physical or emotional)
Role in the Organization
• Role conflict/role ambiguity
• Level of responsibility
Career Development
• Under – or over promotion
• Job security
Relationships at Work
• Supervisors/co-workers/subordinates
• Threat of violence, harassment, and so on
Organizational Climate
• Participation (or non-participation) in decision making
• Management style
•
Can also distinguish between acute stressors (infrequent stressful events, e.g., downsizing,
violence) and chronic stressors (daily, ongoing problems, e.g., role ambiguity).
Burnout:
A condition of mental, emotional, and sometimes physical exhaustion that results from
substantial and prolonged stress.
Prevention is best course of action!
• rearrange work assignments
• resolve conflicts
• Counselling
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Actions related to stress:
• Ensure that an employee’s workload is compatible with the individual’s capabilities and
resources
• Design jobs to provide meaningful opportunities for employees to use their skills
• Clearly define employee roles and responsibilities
• Provide workers with the opportunity to participate in decision making
• Improve the communication process
• Increase opportunities for social interaction among employees
• Train managers and employees to be sensitive to the symptoms of stress
• Establish a stress management policy
Other Contemporary Health and Safety Issues:
• Workplace Security: terrorism, natural disasters, better work-life balance
• Sick Building Syndrome (SBS): mold, metals (lead), solvents, cleaners, etc.
• Workplace Violence: terminated employees, employees having difficulty coping, dealing
with difficult customers
• Ergonomics: e.g., repetitive strain injuries
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