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© 2005 Prentice-Hall 15-1 Human Resource Policies and Practices Chapter 15 Essentials of Organizational Behavior, 8/e Stephen P. Robbins
© 2005 Prentice-Hall 15-2 Employee Selection Interview is the most widely used selection tool Results tend to have a disproportionate amount of influence on the selection decision
© 2005 Prentice-Hall 15-3 Employee Selection The unstructured interview has been proven to be an ineffective selection device The data gathered from such interviews are typically biased and unrelated to future job performance
© 2005 Prentice-Hall 15-4 Written Tests Intelligence Aptitude Ability Interests Integrity
© 2005 Prentice-Hall 15-5 Performance Simulation Tests Work samples Assessment centers
© 2005 Prentice-Hall 15-6 Training Basic Literacy Skills Interpersonal Skills Technical Skills Problem Solving Skills Diversity Training Ethics Training
© 2005 Prentice-Hall 15-7 Training Formal training Informal training On-the-job training Off-the-job training
© 2005 Prentice-Hall 15-8 Career Development Organization’s responsibility is to build employee self-reliance and to help employees maintain their marketability through continual learning
© 2005 Prentice-Hall 15-9 Organization’s Responsibility Clearly communicating the organization’s goals and future strategies Creating growth opportunities Offering financial assistance Providing the time for employees to learn
© 2005 Prentice-Hall 15-10 Employee’s Responsibility Know yourself Manage your reputation Build and maintain network contacts Keep current
© 2005 Prentice-Hall 15-11 Employee’s Responsibility Balance your specialist and generalist competencies Document your achievements Keep your options open
© 2005 Prentice-Hall 15-12 Avoiding Negative Influences in Performance Appraisal Objectives employees seek are clear Criteria for measuring objectives are clear and known in advance
© 2005 Prentice-Hall 15-13 Avoiding Negative Influences in Performance Appraisal Efforts made within employee capability are measured as satisfactory Performance as requested will lead to rewards valued by employee
© 2005 Prentice-Hall 15-14 Criteria Evaluated Individual Task Outcomes Behaviors Traits
© 2005 Prentice-Hall 15-15 Who Should Evaluate? Immediate Superior Peers Self-evaluation Immediate subordinates 360° feedback
© 2005 Prentice-Hall 15-16 Performance Appraisal Methods Written Essays Critical Incidents Graphic Rating Scales Behaviorally Anchored Rating Scales Multi-person Comparisons
© 2005 Prentice-Hall 15-17 Improving Performance Appraisals Emphasize behaviors rather than traits Document performance behaviors in a diary
© 2005 Prentice-Hall 15-18 Improving Performance Appraisals Use multiple evaluators Evaluate selectively Train evaluators Provide employees due process
© 2005 Prentice-Hall 15-19 Performance Feedback Manager’s reluctance –Uncomfortable discussing performance weaknesses –Employees become defensive –Employees’ inflated assessment of own performance Training in conducting constructive feedback
© 2005 Prentice-Hall 15-20 Team Performance Appraisals Tie the team’s results to the organization’s goals Begin with the team’s customers and associated work processes
© 2005 Prentice-Hall 15-21 Team Performance Appraisals Measure both team and individual performance Train the team to create its own measures
© 2005 Prentice-Hall 15-22 Performance Appraisal in Global Context Caution required in generalizing across cultures Many cultures are not particularly concerned with performance appraisal
© 2007 Prentice Hall Inc. All rights reserved. Human Resource Policies and Practices Chapter EIGHTEEN.
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