eleventh organizational ior editi on behav stephen p robbins Chapter 17 Human Resource Policies and Practices ORGANIZATIONAL BEHAVIOR S T E P H E N P R O B B I N S E L E V E N T H © 2005 Prentice Hall Inc All rights reserved E D I T I O N WWW PRE N HALL C OM / ROB BI N S PowerPoint Presentation by Charlie Cook OBJECTIVES LEARNING 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 © 2005 Prentice Hall Inc All rights reserved 17– O B J E C T I V E S (cont’d) LEARNING After studying this chapter, you should be able to: Explain who, in addition to the boss, can performance evaluations Describe actions that can improve the performanceevaluation process Identify the content in a typical diversity-training program © 2005 Prentice Hall Inc All rights reserved 17–4 Selection Selection Devices 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 personorganization fit of the applicant © 2005 Prentice Hall Inc All rights reserved 17–5 Selection Selection Devices Devices (cont’d) (cont’d) Written Tests – Renewed employer interest in testing applicants for: • • • • • Intelligence: trainable to the job? Aptitude: could job? Ability: can the job? Interest (attitude): would/will the job? Integrity: trust to the job? – Tests must show a valid connection to job-related performance requirements © 2005 Prentice Hall Inc All rights reserved 17– Selection Selection Devices Devices (cont’d) (cont’d) Performance-Simulation Tests – Based on job-related performance requirements – Yield validities (correlation with job performance) superior to written aptitude and personality tests 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 © 2005 Prentice Hall Inc All rights reserved 17–7 Training Training and and Development Development Programs Programs Basic BasicLiteracy Literacy Skills Skills Technical Technical Skills Skills Types Typesof of Training Training Problem ProblemSolving Solving Skills Skills © 2005 Prentice Hall Inc All rights reserved Interpersonal Interpersonal Skills Skills 17–8 What What About About Ethics Ethics Training? Training? Argument against ethics training – Personal values and value systems are fixed at an early age © 2005 Prentice Hall Inc All rights reserved 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 organization’s expectation that members will act ethically 17–9 Training Training Methods Methods Formal FormalTraining Training E-training E-training Off-the-Job Off-the-Job Training Training Individual Individualand and Group GroupTraining Training Methods Methods Informal InformalTraining Training On-the-Job On-the-Job Training Training © 2005 Prentice Hall Inc All rights reserved 17– 10 Performance Performance Evaluation Evaluation (cont’d) (cont’d) Who Should Do the Evaluating? Immediate Supervisor Peers Self-Evaluation Immediate Subordinates © 2005 Prentice Hall Inc All rights reserved 17– 16 The primary objective of the 360degree performance evaluation is to pool feedback from all of the employee’s customers © 2005 Prentice Hall Inc All rights reserved Source: Adapted from Personnel Journal, November 1994, p 100 360-Degree 360-Degree Evaluations Evaluations 17– 17 E X H I B I T 17–1 E X H I B I T 17–1 Methods Methods of of Performance Performance Evaluation Evaluation 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 © 2005 Prentice Hall Inc All rights reserved 17– 18 Methods Methods of of Performance Performance Evaluation Evaluation (cont’d) (cont’d) Graphic Rating Scales An evaluation method in which the evaluator rates performance factors on an incremental scale Keeps up with current policies and regulations X Completely Unaware © 2005 Prentice Hall Inc All rights reserved Fully Informed 17– 19 Methods Methods of of Performance Performance Evaluation Evaluation (cont’d) (cont’d) 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 © 2005 Prentice Hall Inc All rights reserved Passes next examination and graduates on time Pays close attention and regularly takes notes Alert and takes occasional notes Stays awake in class but is inattentive Get to class on time, but nods off immediately Oversleeps for class 17– 20 Methods Methods of of Performance Performance Evaluation Evaluation (cont’d) (cont’d) Forced Comparisons – Evaluating one individual’s performance relative to the performance of another individual or others Group Order Ranking An evaluation method that places employees into a particular classification, such as quartiles Individual Ranking An evaluation method that rank-orders employees from best to worse © 2005 Prentice Hall Inc 17– All rights reserved 21 Methods Methods of of Performance Performance Evaluation Evaluation (cont’d) (cont’d) Forced Comparisons (cont’d) Paired Comparison An evaluation method that compares each employee with every other employee and assigns a summary ranking based on the number of superior scores that the employee achieves © 2005 Prentice Hall Inc All rights reserved 17– 22 Suggestions Suggestionsfor for Improving ImprovingPerformance PerformanceEvaluations Evaluations Emphasize Emphasizebehaviors behaviorsrather ratherthan thantraits traits Document Documentperformance performancebehaviors behaviorsin inaajournal journal Use Usemultiple multipleevaluators evaluatorsto toovercome overcomerater raterbiases biases Evaluate Evaluateselectively selectivelybased basedon onevaluator evaluatorcompetence competence Train Trainevaluators evaluatorsto toimprove improverater rateraccuracy accuracy Provide Provideemployees employeeswith withdue dueprocess process © 2005 Prentice Hall Inc All rights reserved 17– 23 Providing Providing Performance Performance Feedback 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 © 2005 Prentice Hall Inc All rights reserved 17– 24 Providing Providing Performance Performance Feedback Feedback (cont’d) (cont’d) 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 team’s results to the organization’s goals Begin with the team’s 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 © 2005 Prentice Hall Inc All rights reserved 17– 25 International International HR HR Practices: Practices: Selected Selected Issues 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 person’s relationship to the environment • Time orientation (long- or short-term) • Focus of responsibility © 2005 Prentice Hall Inc All rights reserved 17– 26 Managing Managing Diversity Diversity in in Organizations Organizations Work Work Life Life Conflicts Conflicts Work Integration or Segmentation © 2005 Prentice Hall Inc All rights reserved Personal Life 17– 27 Work/Life Work/Life Initiatives Initiatives Strategy Program or Policy Time-based strategies Flextime Job sharing Part-time work Leave for new parents Telecommuting Closing plants/offices for special occasions Information-based strategies Intranet work/life Web site Relocation assistance Eldercare resources Money-based strategies Vouchers for child care Flexible benefits Adoption assistance Discounts for child care tuition Leave with pay © 2005 Prentice Hall Inc All rights reserved Source: Based on C A Thompson, “Managing the Work-Life Balancing Act: An Introductory Exercise,” Journal of Management Education, April 2002, p 210; and R Levering and M Moskowitz, “The Best in the Worst of Times,” Fortune, February 4, 2002, pp 60–90 17– 28 E X H I B I T 17–2 E X H I B I T 17–2 Work/Life Work/Life Initiatives Initiatives Strategy Program or Policy Direct services On-site child care Emergency back-up care On-site health/beauty services Concierge services Take-out dinners Culture-change strategies Training for managers to help employees deal with work/life conflicts Tie manager pay to employee satisfaction Focus on employees’ actual performance, not “face time” © 2005 Prentice Hall Inc All rights reserved Source: Based on C A Thompson, “Managing the Work-Life Balancing Act: An Introductory Exercise,” Journal of Management Education, April 2002, p 210; and R Levering and M Moskowitz, “The Best in the Worst of Times,” Fortune, February 4, 2002, pp 60–90 17– 29 E X H I B I T 17–2 (cont’d) E X H I B I T 17–2 (cont’d) Managing Managing Diversity Diversity in in Organizations Organizations (cont’) (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 © 2005 Prentice Hall Inc All rights reserved 17– 30 [...]... Build and maintain network contacts – Keep current – Balance your generalist and specialist competencies – Document your achievement – Keep your options open 17 12 Performance Performance Evaluation Evaluation Purposes of Performance Evaluation – Making general human resource decisions • Promotions, transfers, and terminations – Identifying training and development needs • Employee skills and competencies... April 2002, p 210; and R Levering and M Moskowitz, “The Best in the Worst of Times,” Fortune, February 4, 2002, pp 60–90 17 29 E X H I B I T 17 2 (cont’d) E X H I B I T 17 2 (cont’d) Managing Managing Diversity Diversity in in Organizations Organizations (cont’) (cont’) Diversity Training – Participants learn to value individual differences, increase cross-cultural understanding, and confront stereotypes... Evaluations Evaluations 17 17 E X H I B I T 17 1 E X H I B I T 17 1 Methods Methods of of Performance Performance Evaluation Evaluation 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... Lectures Lectures Learning Learning Styles Styles Participation Participationand and Experiential Experiential Exercises Exercises © 2005 Prentice Hall Inc All rights reserved Visual VisualAids Aids 17 11 Career Career Development Development Responsibilities Responsibilities Organization – Clearly communicate organization’s goals and future strategies – Create growth opportunities – Offer financial assistance... Hall Inc All rights reserved 17 18 Methods Methods of of Performance Performance Evaluation Evaluation (cont’d) (cont’d) Graphic Rating Scales An evaluation method in which the evaluator rates performance factors on an incremental scale Keeps up with current policies and regulations 1 2 3 4 5 X Completely Unaware © 2005 Prentice Hall Inc All rights reserved Fully Informed 17 19 Methods Methods of of... 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 © 2005 Prentice Hall Inc All rights reserved Passes next examination and graduates on time Pays close attention and regularly takes notes Alert and takes occasional notes... 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 © 2005 Prentice Hall Inc All rights reserved 17 25 International International HR HR Practices: Practices: Selected Selected Issues Issues Selection – Few common procedures, differ by nation Performance Evaluation... Validating selection and development programs • Employee performance compared to selection evaluation and anticipated performance results of participation in training – Providing feedback to employees • The organization’s view of their current performance – Supplying the basis for rewards allocation decisions • Merit pay increases and other rewards © 2005 Prentice Hall Inc All rights reserved 17 13 Performance... Relocation assistance Eldercare resources Money-based strategies Vouchers for child care Flexible benefits Adoption assistance Discounts for child care tuition Leave with pay © 2005 Prentice Hall Inc All rights reserved Source: Based on C A Thompson, “Managing the Work-Life Balancing Act: An Introductory Exercise,” Journal of Management Education, April 2002, p 210; and R Levering and M Moskowitz, “The Best... An Introductory Exercise,” Journal of Management Education, April 2002, p 210; and R Levering and M Moskowitz, “The Best in the Worst of Times,” Fortune, February 4, 2002, pp 60–90 17 28 E X H I B I T 17 2 E X H I B I T 17 2 Work/Life Work/Life Initiatives Initiatives Strategy Program or Policy Direct services On-site child care Emergency back-up care On-site health/beauty services Concierge services