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Chapter Objectives
 Explain what human resource management involves.
 Define the term human capital and identify at least
four of Pfeffer’s people-centered practices.
 Identify and briefly explain the seven steps in the
PROCEED model of employee selection.
 Distinguish among equal employment opportunity,
affirmative action, and managing diversity.
 Explain how managers can be more effective
interviewers.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Chapter Objectives (cont’d)
 Discuss how performance appraisals can be made
legally defensible.
 Contrast the ingredients of good training programs for
both skill and factual learning and explain training
program evaluation.
 Specify the essential components of an organization’s
policies for dealing with sexual harassment, and
alcohol and drug abuse.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Human Resource Strategy:
A People-Centered Approach
 Human Resource Management (HRM)
 The acquisition, evaluation, retention, and
development of human resources necessary for
organizational success
 Moved from a support staff function (personnel) to a
more strategic role in organizations
 Human Capital
 All present and future workforce participants who need
to develop to their full potential as valuable assets to
organizations
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Figure 10.1: A
General
Model for
Human
Resource
Management
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Human Resource Strategy:
A People-Centered Approach
(cont’d)
 People-centered organizations enjoy a competitive
advantage because of people-centered practices:
–
–
–
–
–
–
–
Protection of job security
Rigorous hiring process
Employee empowerment
Compensation linked to performance
Comprehensive training
Reduction of status differences
Sharing of key information
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Human Resource Strategy:
A People-Centered Approach
(cont’d)
 Recruitment and Selection
 The ultimate goal of recruiting is to generate a pool of
qualified applicants for new and existing jobs.
 Recruiting for diversity

To generate through many different sources a pool of
qualified applicants who are demographically representative
of the population at large
 Social networking via the Web is rapidly becoming the
tool of choice for both recruiters and job seekers.
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Table 10.1: The Employee Selection Process:
Still’s PROCEED Model
Step 1: Prepare
Step 2: Review
Step 3: Organize
Step 4: Conduct
Step 5: Evaluate
Step 6: Exchange
Step 7: Decide
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Human Resource Strategy:
A People-Centered Approach
(cont’d)
 The Selection Process
 HR analysts commonly compare the screening and
selection process to a hurdle race.
 Job Analysis

The process of identifying basic task and skill requirements
for a specific job by studying superior performers
 Job Description

A concise document that outlines the role expectations and
skill requirements for a specific job
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Equal Employment Opportunity (EEO)
 EEO and Title VII of the Civil Rights Act of 1964
 In virtually all aspects of employment, it is unlawful to
discriminate on the basis of race, color, sex, religion,
age, national origin, disability, or veteran status.
 Selection and all other personnel decisions must be
made solely on the basis of objective (job-related)
criteria such as the ability to perform or seniority.
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Affirmative Action Program (AAP)
 A plan for actively seeking out, employing, and
developing the talents of those groups traditionally
discriminated against in employment
 Active recruitment of women and minorities
 Elimination of prejudicial questions on employment
application forms
 Establishment of specific goals and timetables for
minority hiring
 Statistical validation of employment testing procedures
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Affirmative Action Program (AAP)
(cont’d)
 From Affirmative Action to Managing Diversity
 The managing diversity movement promises to raise
the discussion of equal employment opportunity to a
higher plane.
 Diversity issues include age, education, background,
and personality differences
 Diversity advocates want to broaden the message of
inclusion to make it globally applicable in
multinational organizations
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Accommodating the Needs of
People with Disabilities
 Americans with Disabilities Act of 1990 (ADA)
 Requires employers to make reasonable
accommodations to the needs of present and future
employees with physical and mental disabilities
 ADA Policy Guidelines for Employers
 Audit the workplace to eliminate barriers and bias.
 Train all managers in ADA compliance and all
employees to be sensitive to others with disabilities.
 Do not hire anyone who cannot safely perform the
basic duties of a particular job with reasonable
accommodation.
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Recruitment and Selection
 Employment Selection Tests
 Any procedures used in the employment decision
process such as:





Pencil-and-paper tests
Unscored application forms
Informal and formal interviews
Performance tests
Physical, education, or experience requirements
 Must be unbiased, statistically valid, and reliable
predictors of job success
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Effective Interviewing
 Interviews are the most common selection tool.
 Shortcomings of unstructured interviews:
 Highly susceptible to distortion and bias
 Highly susceptible to legal attack
 Legally indefensible if contested
 Apparent but no real validity
 Not totally job-related and possibly invasive of privacy
 Highly inconsistent in application as selection tool
 Subject to interviewer bias (e.g., cultural bias)
 No feedback about selection errors
 There is an unsubstantiated confidence in the traditional
interview.
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Effective Interviewing
(cont’d)
 Structured interviews: A set of job-related questions
with standardized answers
 Question types used in structured interviews:
 Situational
 Job knowledge
 Job sample simulation
 Worker requirements
 Behavioral interviewing: Asking candidates detailed
questions about specific behaviors in past job-related
situations
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Table 10.3:
Types of Structured Interview Questions
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Performance Appraisal
 Performance Appraisal
 Evaluating individual job performance as a basis for
making objective personnel decisions
 Making Performance Appraisals Legally Defensible
 Use job analysis to develop the appraisal system.
 Check that the appraisal system is behavior-oriented,
not trait-oriented.
 Have evaluators follow specific written instructions
when conducting appraisals.
 Have evaluators review results with the ratees.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Table 10.4: A Good Performance Appraisal
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Performance Appraisal
(cont’d)
 Alternative Performance Appraisal Techniques
 Goal setting (MBO)
 Written essays
 Critical incidents
 Graphic rating scales

Behaviorally anchored rating scales (BARS)
 Weighted checklists
 Rankings and comparisons
 Multirater appraisals
 360-degree review
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Training
 Training
 Using guided experience to change employee
behavior/attitudes
 Training facts



The majority of today’s training is remarkably low-tech
There is no one-best training technique
Ideally, training content and delivery should be tailored to
the individual
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Figure 10.2:
The Content and Delivery of Today’s Training
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Figure 10.2:
The Content and Delivery of Today’s Training
The Ingredients of
a Good Training Program
 Maximize similarity between the training and the job.
 Provide as much experience as possible.
 Provide a variety of examples.
 Label or identify important task features.
 Make sure general principles are understood.
 Reward trained behaviors and ideas.
 Design training content for obvious applicability.
 Use questions to guide trainee’s attention.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Skill Versus Factual Learning
 Effective skill learning ingredients
 Goal setting
 Modeling
 Practice
 Feedback
 Effective factual learning sequence
 Goal setting
 Meaningful presentation of materials
 Practice
 Feedback
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Training Program Evaluation:
The Kirkpatrick Model
 Four levels of Program Evaluation:
 Reaction – Did the trainee enjoy the program and find
it useful or relevant?
 Learning – Did the trainee acquire the knowledge
and/or skills intended?
 Behavior – Did the trainee perform the newly-acquired
behaviors on the job?
 Results – Were the trainee’s newly acquired behaviors
responsible for measurable improvement in key
outcomes?
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Discouraging Sexual Harassment
 Sexual harassment: Unwanted attention that creates
an offensive or intimidating work environment
 Unwanted physical contact
 Gestures, displays, joking, and language
 It is the manager’s job to be aware of and to correct
cases of harassment.
 Ignorance of such activity is not a valid legal defense.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Discouraging Sexual Harassment
(cont’d)
 What can the victim do?
 Live with it
 Fight back
 Complain to higher-ups
 Find another job
 Sue the employer
 Victims win their suits when harassment is
 Severe
 Witnesses are present
 Supporting documentation exists
 Management had been notified but failed to take action.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Discouraging Sexual Harassment
(cont’d)
 What can the organization do?
 Practice prevention and remediation




Garner organization-wide commitment to eliminate sexual
harassment.
Issue a clear sexual harassment policy statement.
Provide appropriate awareness training.
Establish a grievance procedure for reporting incidents of
harassment.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Controlling Drug and Alcohol Abuse
 Alcoholism: A disease in which alcohol disrupts one’s
normal life
 Health care costs for alcoholic employees and drug
abusers are 300 percent higher than for non-alcoholics
and nonabusers.
 The Legal Side of Workplace Substance Abuse
 Recovering drug addicts and alcoholics are covered by
the Vocational Rehabilitation Act of 1973.
 Employers with federal contracts exceeding $25,000
must comply with the Federal Drug-Free Workplace
Act of 1988.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Controlling Drug and Alcohol Abuse
(cont’d)
 Referral and Rehabilitation
 How to assist an abusing employee



Don’t accuse the employee; offer help after the employee
self-admits the problem.
Don’t “play doctor.”
Refer the employee to an employee assistance program
(EAP) or community resources for rehabilitation.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Summary
 Human resource management involves human resource
acquisition, retention, and development.
 Both present and future employees are human capital that
needs to be developed to its fullest potential.
 Managers need to recruit for diversity to increase their
appeal to job applicants and customers alike. The hurdlelike selection process can be summed up in the seven-step
PROCEED model.
 Federal equal employment opportunity laws require
managers to make hiring and other personnel decisions on
the basis of ability to perform rather than personal
prejudice.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Summary
(cont’d)
 All employment tests must be valid predictors of job
performance.
 Legally defensible performance appraisals enable
managers to make objective personnel decisions.
 Training programs should be designed with an eye
toward maximizing the retention of learning and its
transfer to the job.
 Sexual harassment and alcohol and drug abuse are
contemporary human resource problems that require
top-management attention and strong policies.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Terms to Understand
 Human resource
 Behavior-based
management
 Human capital
 Job analysis
 Job description
 Affirmative Action
Program (AAP)
 Employment selection
test
 Structured interview
interview
 Performance appraisal
 Behaviorally Anchored
Rating Scales (BARS)
 306-degree review
 Training
 Sexual harassment
 Alcoholism
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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