E N D
2. Chapter 17 Human Resource Policies and Practices
3. 2005 Prentice Hall Inc. All rights reserved. 172 After studying this chapter,you should be able to: Describe jobs where interviews are effective selection devices.
List the advantages of performance simulation tests over written tests.
Define four general skill categories.
Identify four types of employee training.
Explain the purposes of performance evaluation.
4. 2005 Prentice Hall Inc. All rights reserved. 173 After studying this chapter,you should be able to: Explain who, in addition to the boss, can do performance evaluations.
Describe actions that can improve the performance-evaluation process.
Identify the content in a typical diversity-training program.
5. 2005 Prentice Hall Inc. All rights reserved. 174 Selection 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.
6. 2005 Prentice Hall Inc. All rights reserved. 175 Selection Devices (contd) 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 job-related performance requirements.
7. 2005 Prentice Hall Inc. All rights reserved. 176 Selection Devices (contd) Performance-Simulation Tests
Based on job-related performance requirements
Yield validities (correlation with job performance) superior to written aptitude and personality tests.
8. 2005 Prentice Hall Inc. All rights reserved. 177 Training and Development Programs
9. 2005 Prentice Hall Inc. All rights reserved. 178 What About Ethics Training? Argument against ethics training
Personal values and value systems are fixed at an early age. Arguments for ethics training
Values can be learned and changed after early childhood.
Training helps employees recognize ethical dilemmas and become aware of ethical issues related to their actions.
Training reaffirms the organizations expectation that members will act ethically.
10. 2005 Prentice Hall Inc. All rights reserved. 179 Training Methods
11. 2005 Prentice Hall Inc. All rights reserved. 1710 Individualizing Formal Training to Fit the Employees Learning Style
12. 2005 Prentice Hall Inc. All rights reserved. 1711 Career Development Responsibilities Organization
Clearly communicate organizations goals and future strategies.
Create growth opportunities.
Offer financial assistance.
Provide time for employees to learn. Employees
Know yourself.
Manage your reputation.
Build and maintain network contacts.
Keep current.
Balance your generalist and specialist competencies.
Document your achievement.
Keep your options open.
13. 2005 Prentice Hall Inc. All rights reserved. 1712 Performance Evaluation Purposes of Performance Evaluation
Making general human resource decisions.
Promotions, transfers, and terminations
Identifying training and development needs.
Employee skills and competencies
Validating selection and development programs.
Employee performance compared to selection evaluation and anticipated performance results of participation in training.
Providing feedback to employees.
The organizations view of their current performance
Supplying the basis for rewards allocation decisions.
Merit pay increases and other rewards
14. 2005 Prentice Hall Inc. All rights reserved. 1713 Performance Evaluation (contd) 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.
15. 2005 Prentice Hall Inc. All rights reserved. 1714 Performance Evaluation (contd) What Do We Evaluate?
16. 2005 Prentice Hall Inc. All rights reserved. 1715 Performance Evaluation (contd) Who Should Do the Evaluating?
17. 2005 Prentice Hall Inc. All rights reserved. 1716 360-Degree Evaluations
18. 2005 Prentice Hall Inc. All rights reserved. 1717 Methods of Performance Evaluation
19. 2005 Prentice Hall Inc. All rights reserved. 1718 Methods of Performance Evaluation (contd)
20. 2005 Prentice Hall Inc. All rights reserved. 1719 Methods of Performance Evaluation (contd)
21. 2005 Prentice Hall Inc. All rights reserved. 1720 Methods of Performance Evaluation (contd) Forced Comparisons
Evaluating one individuals performance relative to the performance of another individual or others.
22. 2005 Prentice Hall Inc. All rights reserved. 1721 Methods of Performance Evaluation (contd) Forced Comparisons (contd)
23. 2005 Prentice Hall Inc. All rights reserved. 1722 Suggestions for Improving Performance Evaluations
24. 2005 Prentice Hall Inc. All rights reserved. 1723 Providing Performance Feedback Why Managers Are Reluctance 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 than as a judgment process.
25. 2005 Prentice Hall Inc. All rights reserved. 1724 Providing Performance Feedback (contd) Why Feedback Is Important?
Provides employees with information about their current performance
Affects employee motivation to continue performing.
What About Team Performance Evaluations?
Tie the teams results to the organizations goals.
Begin with the teams customers and the work process the team follows to satisfy customer needs.
Measure both team and individual performance.
Train the team to create its own measures.
26. 2005 Prentice Hall Inc. All rights reserved. 1725 International HR Practices: Selected Issues Selection
Few common procedures, differ by nation.
Performance Evaluation
Not emphasized or considered appropriate in many cultures due to differences in:
Individualism versus collectivism.
A persons relationship to the environment.
Time orientation (long- or short-term).
Focus of responsibility.
27. 2005 Prentice Hall Inc. All rights reserved. 1726 Managing Diversity in Organizations
28. 2005 Prentice Hall Inc. All rights reserved. 1727 Work/Life Initiatives
29. 2005 Prentice Hall Inc. All rights reserved. 1728 Work/Life Initiatives
30. 2005 Prentice Hall Inc. All rights reserved. 1729 Managing Diversity in Organizations (cont) Diversity Training
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.