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Chapter 17: HR Policies and Practices

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1 Chapter 17: HR Policies and Practices

2 Selection Devices – Start with a Job Analysis
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. (What is “structured”???) Are better for assessing applied mental skills, conscientiousness, interpersonal skills, and person-organization fit of the applicant.

3 Selection Devices (cont’d)
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 be show validated connection to job-related performance requirements.

4 Selection Devices (cont’d)
Performance-Simulation Tests Based on job-related performance requirements Yield validities (correlation with job performance) superior to written aptitude and personality tests.

5 Training and Development Programs
Basic Literacy Technical Skills Interpersonal Skills Problem Solving Types of Training

6 Performance Evaluation
Purposes of Performance Evaluation 1) Making general human resource decisions. Promotions, transfers, and terminations 2) Identifying training and development needs. Employee skills and competencies 3) Validating selection and development programs. Employee performance compared to selection evaluation and anticipated performance results of participation in training. 4) Providing feedback to employees. The organization’s view of their current performance 5) Supplying the basis for rewards allocation decisions. Merit pay increases and other rewards

7 Performance Evaluation (cont’d)
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.

8 Performance Evaluation (cont’d)
What Do We Evaluate? Individual Task Outcomes Behaviors Performance Evaluation Traits

9 Performance Evaluation (cont’d)
Who Should Do the Evaluating? Immediate Supervisor Peers Self-Evaluation Immediate Subordinates

10 360-Degree Evaluations

11 Methods of Performance Evaluation (cont’d)
Keeps up with current policies and regulations. 1 2 3 4 5 Completely Unaware Fully Informed

12 Methods of Performance Evaluation (cont’d)
Passes next examination and graduates on time. Pays close attention and regularly takes notes. Alert and takes occasional notes. Stays awake but is inattentive. Get to class on time, but nods off immediately. Oversleeps for class.

13 Suggestions for Improving Performance Evaluations
Emphasize behaviors rather than traits. Document performance behaviors in a diary. Use multiple evaluators to overcome rater biases. Evaluate selectively based on evaluator competence. Train evaluators to improve rater accuracy. Provide employees with due process.

14 Providing Performance Feedback
Why Managers Are Reluctant 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 rather than as a judgment process.

15 Providing Performance Feedback (cont’d)
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.

16 The Union-Management Interface

17 Managing Diversity in Organizations
Diversity Training – Most Common 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.

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