1. Organizational Behavior 15th Ed Human Resources and Policies Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall17-1 Robbins and Judge Chapter 17

2. Chapter 17 Learning Objectives After studying this chapter you should be able to: 1.Define initial selection, and identify the most useful methods. 2.Define substantive selection, and identify the most useful methods. 3.Define contingent selection, and contrast the arguments for and against drug testing. 4.Compare the four main types of training. 5.Contrast formal and informal training methods. 6.Contrast on-the-job and off-the-job training. 7.Describe the purposes of performance evaluation and list the methods by which it can be done. 8.Show how managers can improve performance evaluations. 9.Describe how organizations can manage work-family conflicts. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-2

3. Define initial selection, and identify the most useful methods Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-3 LO 1 1

4. Define substantive selection, and identify the most useful methods Substantive Selection –Written tests –Performance simulations –Assessment centers –Situational judgment tests –Interviews Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-4 LO 2 1

5. Define substantive selection, and identify the most useful methods Written Tests –Typical written tests are tests of intelligence, aptitude, ability, interest, and integrity. –Intelligence tests are particularly good predictors for jobs that require cognitive complexity. –The evidence is impressive that these tests are good predictors. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-5 LO 2 1

6. Define substantive selection, and identify the most useful methods Performance Simulation Tests –Performance-simulation tests have higher face validity and their popularity has increased. –Work sampling tests Hands-on simulations of part or all of the job that must be performed by applicants. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-6 LO 2 1

7. Define substantive selection, and identify the most useful methods Assessment centers –Assessment centers use a more elaborate set of performance simulation tests, specifically designed to evaluate a candidate’s managerial potential. –Assessment centers have consistently demonstrated results that predict later job performance in managerial positions. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-7 LO 2 1

8. Define substantive selection, and identify the most useful methods Situational Judgment Tests –To reduce the costs of job simulations, many organizations have started to use situational judgment tests, which ask applicants how they would perform in a variety of job situations and compare their answers to those of high-performing employees. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-8 LO 2 1

9. Define substantive selection, and identify the most useful methods Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-9 LO 2 1 Interviews – Continues to be the most frequently used. – It carries a great deal of weight. – The candidate who performs poorly in the employment interview is likely to be cut, regardless of his/her experience, test scores, or letters of recommendation, and vice versa. – Unstructured interviews are not as effective as structured ones, particularly behavioral structured interviews.

10. Define contingent selection, and contrast the arguments for and against drug testing 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-10 LO 3 1

11. Compare the four main types of training Types of Training 1.There are four general skill categories for training: 2.basic literacy skills, 3.Technical skills, 4.Interpersonal skills, and 5.Problem solving skills. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-11 LO 4 1

12. Compare the four main types of training Basic Literacy Skills –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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-12 LO 4 1

13. Compare the four main types of training Technical Skills –Technical training is important for two reasons—new technology and 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-13 LO 4 1

14. 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 as well as their abilities to assess causation, develop and analyze alternatives, and select solutions. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-14 LO 4 1

15. Compare the four main types of training Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-15 LO 4 1 Interpersonal Skills – These skills include how to be a better listener, how to communicate ideas more clearly, and how to be a more effective team player. – Almost all employees belong to a work unit.

16. Compare the four main types of training Civility Training –As human resource managers have become increasingly aware of the effects of social behavior in the workplace, they have paid more attention to the problems of incivility, bullying, and abusive supervision in organizations. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-16 LO 4 1

17. Compare the four main types of training Ethics Training –A large percentage of employees working in the 1,000 largest U.S. corporations receive ethics training. –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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-17 LO 4 1

18. Contrast formal and informal training methods Training Methods Historically, training meant formal training. –It is planned in advance and has a structured format. Organizations are increasingly relying on informal training. –Unstructured, unplanned, and easily adapted to situations and individuals. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-18 LO 5 1

19. Contrast on-the-job and off-the-job training Training Methods –On-the-job training includes job rotation, apprenticeships, understudy assignments, and formal mentoring programs. –Live classroom lectures. –E-training (computer-based training) is the fastest growing training delivery mechanism. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-19 LO 6 1

20. Contrast on-the-job and off-the-job training Training Methods 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-20 LO 6 1

21. Describe the purposes of performance evaluation and list the methods by which it can be done Purposes of Performance Evaluation –Human resource decisions. –Evaluations identify training and development needs. –Pinpoint employee skills and competencies needing development. –Criterion for selection and development. –Provide feedback to employees. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-21 LO 7 1

22. Describe the purposes of performance evaluation and list the methods by which it can be done Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-22 LO 7 1

23. Describe the purposes of performance evaluation and list the methods by which it can be done Methods of Performance Evaluation –Written Essays –Critical Incidents –Graphic Ratings Scales –Behaviorally Anchored Rating Scales –Forced Comparisons Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-23 LO 7 1

24. Describe the purposes of performance evaluation and list the methods by which it can be done Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-24 LO 7 1

25. Show how managers can improve performance evaluations The performance evaluation process is a potential minefield. –Evaluators can unconsciously inflate evaluations (positive leniency), understate performance (negative leniency), or allow the assessment of one characteristic to unduly influence the assessment of others (the halo error). Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-25 LO 8 1

26. Show how managers can improve performance evaluations Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-26 LO 8 1 How to Improve Performance Evaluations: Use Multiple Evaluators Evaluate Selectively Train Evaluators Provide Employees with Due Process

27. Show how managers can improve performance evaluations 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-27 LO 8 1

28. Describe how organizations can manage work-family conflicts Managing Work-Life in Organizations –Work-life conflicts grabbed management’s attention in the 1980s, largely as a result of the growing number of women, with dependent children, entering the workforce. –Organizations quickly realized work-life conflicts were not limited to female employees with children. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-28 LO 9 1

29. Describe how organizations can manage work-family conflicts Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-29 LO 9 1

30. Summary and Implications for Managers An organization’s human resource policies and practices create important forces that shape employee behavior and attitudes. In this chapter, we specifically discussed the influence of selection practices, training and development programs, and performance evaluation systems. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-30 1

31. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 17-31 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall