1. Organizational Behavior 15th Global Edition Human Resources and Policies 17-1 Robbins and Judge Chapter 17

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

3. Define initial selection, and identify the most useful methods 17-3 LO 1 1

4. Define initial selection, and identify the most useful methods 17-4 LO 1 1

5. Define substantive selection, and identify the most useful methods 17-5 LO 2 Substantive Selection Written tests Performance simulations Assessment centers Situational judgment tests Interviews 1

6. Define substantive selection, and identify the most useful methods 17-6 LO 2 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. 1

7. Define substantive selection, and identify the most useful methods 17-7 LO 2 Performance Simulation Tests Performance-simulation tests have higher face validityand their popularity has increased. Work sampling tests Hands-on simulations of part or all of the job that must be performed by applicants. 1

8. Define substantive selection, and identify the most useful methods 17-8 LO 2 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. 1

9. Define substantive selection, and identify the most useful methods 17-9 LO 2 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. 1

10. Define substantive selection, and identify the most useful methods 17-10 LO 2 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. This is important because of the unstructured form of most selection interviews. 1

11. Define contingent selection, and contrast the arguments for and against drug testing 17-11 LO 3 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. 1

12. Compare the four main types of training 17-12 LO 4 Types of Training There are four general skill categories for training: basic literacy skills, Technical skills, Interpersonal skills, and Problem solving skills. In addition, ethics training is included. 1

13. Compare the four main types of training 17-13 LO 4 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. 1

14. Compare the four main types of training 17-14 LO 4 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. 1

15. Compare the four main types of training 17-15 LO 4 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. 1

16. Compare the four main types of training 17-16 LO 4 Interpersonal Skills Almost all employees belong to a work unit. These skills include how to be a better listener, how to communicate ideas more clearly, and how to be a more effective team player. 1

17. Compare the four main types of training 17-17 LO 4 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. 1

18. Compare the four main types of training 17-18 LO 4 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. 1

19. Contrast formal and informal training methods 17-19 LO 5 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. 1

20. Contrast on-the-job and off-the-job training 17-20 LO 6 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. 1

21. Contrast on-the-job and off-the-job training 17-21 LO 6 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. 1

22. Describe the purposes of performance evaluation and list the methods by which it can be done 17-22 LO 7 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. 1

23. Describe the purposes of performance evaluation and list the methods by which it can be done 17-23 LO 7 1

24. Describe the purposes of performance evaluation and list the methods by which it can be done 17-24 LO 7 Methods of Performance Evaluation Written Essays Critical Incidents Graphic Ratings Scales Behaviorally Anchored Rating Scales Forced Comparisons 1

25. Describe the purposes of performance evaluation and list the methods by which it can be done 17-25 LO 7 1

26. Show how managers can improve performance evaluations 17-26 LO 8 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). 1

27. Show how managers can improve performance evaluations 17-27 LO 8 Use Multiple Evaluators Evaluate Selectively Train Evaluators Provide Employees with Due Process 1

28. Show how managers can improve performance evaluations 17-28 LO 8 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. 1

29. Describe how organizations can manage work-family conflicts 17-29 LO 9 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. 1

30. Describe how organizations can manage work-family conflicts 17-30 LO 9 1

31. Summary and Implications for Managers 17-31 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. 1