K00937 - 20190525081924 - C17 Human Resource Policies and Practices Robbinsjudge - Ob17 - Inppt

Copyright © 2017 Pearson Education, Ltd.
1-1
17
Human Resource
Policies
and Practices

Learning Objectives
 Describe the value of recruitment methods.
 Specify initial selection methods.
 Identify the most useful substantive selection
methods.
 Compare the main types of training.
 List the methods of performance evaluation.
 Describe the leadership role of HR in
organizations.
17-3
LO 1 Describe the Value of
Recruitment Methods
Strategic recruiting has become a cornerstone
for many companies, in which recruiting
practices are developed in alignment with long-
term strategic goals.
The most effective recruiters—internal or
external—are well informed about the job, are
efficient in communicating with potential
recruits, and treat recruits with consideration
and respect. They also use a variety of online
tools, including job boards and social media.
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LO 2 Specify Initial
Selection Methods
Copyright © 2017 Pearson Education, Ltd. 17-5

LO 3 Identify the Most Useful
Substantive Selection Methods
Substantive Selection
 Written tests
 Performance simulation tests
 Interviews
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Written Tests
Typically tests of intelligence, aptitude, ability,
interest, and integrity.
Intelligence tests are particularly good
predictors for jobs that require cognitive
complexity.
Evidence shows that these tests are good
predictors, but care should be taken to use
the “right” test.
17-7

Performance-Simulation Tests
Have higher face validity and their popularity has
increased.
Work sample tests: hands-on simulations of
part or all of the job that must be performed by
applicants.
Assessment centers: evaluate managerial
potential.
 Situational judgment tests
 Realistic Job Previews
Interviews
 The most frequently used selection device.
It carries a great deal of weight.
 Unstructured interviews are not as
effective as structured ones, particularly
behavioral structured interviews.
 Panel interviews minimize the influence
of individual biases and have higher
validity. 17-9
Contingent Selection
 Applicants that pass the substantive selection
process are ready to be hired, contingent on
final checks.
A common contingent method is a drug
test.
Drug testing is controversial.
Under the Americans with Disabilities Act,
firms may not require employees to pass a
medical exam before a job offer is made.
17-10
LO 4 Compare the Main
Types of Training
Types of Training
 Basic skills
 Technical skills
 Problem-solving skills
 Interpersonal skills
 In addition, we consider:
 Civility training
 Ethics training
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Types of Training
Basic Skills
 Many employers believe that high school
graduates lack basic skills in reading
comprehension, writing, and math.
As work has become more sophisticated,
the need for these basic skills has grown
significantly.
 It’s a worldwide problem, from the most
developed countries to the least.
17-12
Types of Training
Technical Skills
 Technical training is important for:
New technology
New structural designs
 As organizations flatten their structures,
expand their use of teams, and break down
traditional departmental barriers, employees
need mastery of a wider variety of tasks and
increased knowledge of how their
organization operates. 17-13

LO 4 Compare the Four
Main Types of Training
Problem-Solving Skills
 Problem-solving training for managers and
other employees can include:
Activities to sharpen their logic, reasoning,
and problem defining skills.
Activities to improve their abilities to
assess causation, develop and analyze
alternatives, and select solutions.
17-14
Interpersonal Skills
 Almost all employees belong to a work unit
where their work performance depends on
their ability to interact with coworkers and
bosses.
17-15

Civility Training
 As HR managers have become more aware
of the effects of social behavior in the
workplace, they have paid more attention to
incivility, bullying, and abusive supervision in
organizations.
 To minimize incivility, use training targeted to
building civility.
17-16

Ethics Training
 Many U.S. workers receive ethics training.
 Can ethics be taught?
Critics argue that ethics are based on
values, and value systems are fixed at an
early age.
Ethics cannot be formally “taught” but
must be learned by example.
Supporters say values can be learned, and
that training is helpful for recognizing ethical
dilemmas and ethical issues.
LO 4 Contrast Formal and
Informal Training Methods
Training Methods
Historically, training meant “formal
training”.
Organizations are increasingly relying on
informal training.
Unstructured, unplanned, and easily
adapted to situations and individuals.
17-18
Job Training
 On-the-job training includes job rotation,
apprenticeships, understudy assignments,
and formal mentoring programs.
 Off-the-job training includes live classroom
lectures, videotapes, public seminars, self-
study, Internet and satellite television
courses, group activities, and e-training.
Computer-Based Training
17-19
Evaluating Effectiveness
 The effectiveness of a training program can
refer to the level of student satisfaction, the
amount students learn, the extent to which
they transfer the material from training to their
jobs, or the financial return on investments in
training.
 An effective training program requires not just
teaching the skills, but also changing the work
environment to support the trainees. 17-20
LO 5 List the Methods
of Performance Evaluation
What is Performance?
 Three major types of behavior to consider:
Task performance
Citizenship
Counter productivity
 Most managers believe good performance
means doing well on the first two dimensions
and avoiding the third.
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Purposes of Performance Evaluation
Make general human resource decisions.
Identify training and development needs.
Pinpoint employee skills and
competencies needing development.
Provide feedback to employees.
Can be the basis for reward allocations.
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What Do We Evaluate?
Individual task outcomes
Behaviors
Traits
Who Should Do the Evaluating?
Traditionally, the manager, but today that is
changing.
Now peers, subordinates, and the employee
can be involved. 17-23
17-24
Methods of Performance Evaluation
 Written Essays
 Critical Incidents
 Graphic Ratings Scales
 Behaviorally Anchored Rating Scales
(BARS)
 Forced Comparisons
Group order ranking
Individual ranking 17-25
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Improving Performance Evaluations:
 Use multiple evaluators.
 Evaluate selectively.
 Train evaluators.
 Provide employees with due process.
Three features of due process.
Post appraisals online.
17-27
Providing Performance Feedback
 Managers are often uncomfortable
discussing weaknesses with employees.
In fact, unless pressured by organizational
policies and controls, managers are likely
to ignore this responsibility.
 The solution to the problem is not to ignore
it but to train managers to conduct
constructive feedback sessions.
17-28

International Variations in Performance
Appraisal
Individual-oriented cultures emphasize
formal performance evaluation systems
more than informal systems.
17-29
LO 6 Describe the Leadership Role
of HR in Organizations
Communicating HR Practices
 Leadership by HR begins with informing
employees about HR practices and
explaining the implications of decisions that
might be made around these practices.
 It is not enough to simply have a practice in
place; HR needs to let employees know
about it.
17-30
Designing and Administering Benefit Programs
 A benefit program should:
Be suited to the organizational culture.
Reflect the values of the organization.
Demonstrate economic feasibility.
Be sustainable in the long term.
 Benefits will likely improve employees’
psychological well-being and therefore
increase organizational performance.
17-31
Drafting and Enforcing Employment Policies
 Employment policies that are informed by
current laws but go beyond minimum
requirements will help define a positive
organizational culture and set high standards
for performance.
Policies differ from benefits in that they
provide the guidelines for behavior, not just
the working conditions.
 Any policy must have enforcement to be
effective.
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Managing Work-Life Conflicts
 Gained momentum in the 1980s as a result
of the increased entry of women in the
workforce.
 Keeping workloads reasonable, reducing
work-related travel, and offering on-site
quality childcare are examples of practices
that can help manage work-life conflicts.
 Different people prefer different solutions.
17-33
Mediations, Terminations, and Layoffs
Human resource departments often take center
stage when unpleasant events such as disputes,
substandard performance, and downsizing occur.
Employees need to be able to trust their human
resource professionals to maintain appropriate
confidentiality and a balanced perspective.
Managers need to be able to trust HR, too, to
know the laws and represent the company’s
perspective. 17-34
Implications for Managers
An organization’s selection practices can
identify competent candidates and accurately
match them to the job and the organization.
Consider assessment methods that are most
likely to evaluate the skills directly needed for
jobs you are looking to fill.
Use training programs for your employees to
achieve direct improvement in the skills
necessary to successfully complete the job.
Employees who are motivated will use those
skills for their greater productivity.
17-35
 Training and development programs offer ways to
achieve new skill levels and thus add value to your
organization. Successful training and development
programs include an ethical component.
 Use performance evaluations to assess an
individual’s performance accurately and as a basis
for allocating rewards. Make sure the performance
evaluations are as fair as possible. Evaluations
perceived as unfair can result in reduced effort,
increases in absenteeism, or a search for another
job.
17-36

Give employees the opportunity to
participate in their evaluations so they
understand the performance criteria and
engage with the improvement process.
17-37

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Copyright © 2017 Pearson Education, Ltd.

Copyright © 2017 Pearson Education, Ltd.

Copyright © 2017 Pearson Education, Ltd. 17-5

Copyright © 2017 Pearson Education, Ltd.

Copyright © 2017 Pearson Education, Ltd.

Copyright © 2017 Pearson Education, Ltd.

Copyright © 2017 Pearson Education, Ltd.

Copyright © 2017 Pearson Education, Ltd.

Copyright © 2017 Pearson Education, Ltd.

Copyright © 2017 Pearson Education, Ltd.

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