1. ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S W W W. P R E N H A L L. C O M / R O B B I N S T E N T H E D I T I O N © 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook

2. © 2003 Prentice Hall Inc. All rights reserved.17–2 AFTER STUDYING THIS CHAPTER, YOU SHOULD BE ABLE TO: 1.Contrast job descriptions with job specifications. 2.List the advantages of performance simulation tests over written tests. 3.Define four skill categories. 4.Describe how career planning has changed in the past 20 years. 5.Explain the purposes of performance evaluation. L E A R N I N G O B J E C T I V E S

3. © 2003 Prentice Hall Inc. All rights reserved.17–3 AFTER STUDYING THIS CHAPTER, YOU SHOULD BE ABLE TO: 6.Describe actions that can improve the performance-evaluation process. 7.Clarify how the existence of a union affects employee behavior. 8.Identify the content in a typical diversity- training program. L E A R N I N G O B J E C T I V E S (cont’d)

4. © 2003 Prentice Hall Inc. All rights reserved.17–4 Selection Practices

5. © 2003 Prentice Hall Inc. All rights reserved.17–5 Popular Job Analysis Methods E X H I B I T 17-1

6. © 2003 Prentice Hall Inc. All rights reserved.17–6 Selection Practices- Job Analysis (cont’d)

7. © 2003 Prentice Hall Inc. All rights reserved.17–7 Selection Devices  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. –Are better for assessing applied mental skills, conscientiousness, interpersonal skills, and person- organization fit of the applicant.

8. © 2003 Prentice Hall Inc. All rights reserved.17–8 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.

9. © 2003 Prentice Hall Inc. All rights reserved.17–9 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.

10. © 2003 Prentice Hall Inc. All rights reserved.17–10 Training and Development Programs Types of Training Basic Literacy Technical Skills Interpersonal Skills Problem Solving

11. © 2003 Prentice Hall Inc. All rights reserved.17–11 Individualizing Formal Training to Fit the Employee’s Learning Style Participation and Experiential Exercises Readings Lectures Visual Aids Learning Methods

12. © 2003 Prentice Hall Inc. All rights reserved.17–12 Career Development Responsibilities  Organization –Clearly communicate organization’s goals and future strategies. –Create growth opportunities. –Offer financial assistance. –Provide time for employees to learn.  Employees –Know yourself. –Manage your reputation. –Build and maintain network contacts. –Keep current. –Balance your generalist and specialist competencies. –Document your achievement. –Keep your options open.

13. © 2003 Prentice Hall Inc. All rights reserved.17–13 Performance Evaluation  Purposes of Performance Evaluation –Making general human resource decisions. Promotions, transfers, and terminations –Identifying training and development needs. Employee skills and competencies –Validating selection and development programs. Employee performance compared to selection evaluation and anticipated performance results of participation in training. –Providing feedback to employees. The organization’s view of their current performance –Supplying the basis for rewards allocation decisions. Merit pay increases and other rewards

14. © 2003 Prentice Hall Inc. All rights reserved.17–14 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.

15. © 2003 Prentice Hall Inc. All rights reserved.17–15 Performance Evaluation (cont’d)  What Do We Evaluate? TraitsTraits Individual Task Outcomes BehaviorsBehaviors Performance Evaluation

16. © 2003 Prentice Hall Inc. All rights reserved.17–16 Performance Evaluation (cont’d)  Who Should Do the Evaluating? Immediate Supervisor Peers Self-Evaluation Immediate Subordinates

17. © 2003 Prentice Hall Inc. All rights reserved.17–17 360-Degree Evaluations E X H I B I T 17-3

18. © 2003 Prentice Hall Inc. All rights reserved.17–18 Methods of Performance Evaluation

19. © 2003 Prentice Hall Inc. All rights reserved.17–19 Methods of Performance Evaluation (cont’d) Keeps up with current policies and regulations.1 2 345 Completely Unaware Fully Informed

20. © 2003 Prentice Hall Inc. All rights reserved.17–20 Methods of Performance Evaluation (cont’d) Oversleeps for class. Get to class on time, but nods off immediately. Stays awake but is inattentive. Alert and takes occasional notes. Pays close attention and regularly takes notes. Passes next examination and graduates on time.

21. © 2003 Prentice Hall Inc. All rights reserved.17–21 Methods of Performance Evaluation (cont’d)  Forced Comparisons –Evaluating one individual’s performance relative to the performance of another individual or others.

22. © 2003 Prentice Hall Inc. All rights reserved.17–22 Methods of Performance Evaluation (cont’d)  Forced Comparisons (cont’d)

23. © 2003 Prentice Hall Inc. All rights reserved.17–23 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.

24. © 2003 Prentice Hall Inc. All rights reserved.17–24 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.

25. © 2003 Prentice Hall Inc. All rights reserved.17–25 Providing Performance Feedback (cont’d)  What About Team Performance Evaluations? 1.Tie the team’s results to the organization’s goals. 2.Begin with the team’s customers and the work process the team follows to satisfy customer needs. 3.Measure both team and individual performance. 4.Train the team to create its own measures.

26. © 2003 Prentice Hall Inc. All rights reserved.17–26 The Union-Management Interface

27. © 2003 Prentice Hall Inc. All rights reserved.17–27 The Union’s Impact on Employee Performance and Job Satisfaction E X H I B I T 17-4

28. © 2003 Prentice Hall Inc. All rights reserved.17–28 International HR Practices: Selected Issues  Selection –Few common procedures, differ by nation.  Performance Evaluation –Not emphasized or considered appropriate in many cultures due to differences in: Individualism versus collectivism. A person’s relationship to the environment. Time orientation (long- or short-term). Focus of responsibility.

29. © 2003 Prentice Hall Inc. All rights reserved.17–29 Managing Diversity in Organizations Work Personal Life Integration or Segmentation Work -Life Conflicts

30. © 2003 Prentice Hall Inc. All rights reserved.17–30 Work/Life Initiatives E X H I B I T 17-5a

31. © 2003 Prentice Hall Inc. All rights reserved.17–31 Work/Life Initiatives (cont’d) E X H I B I T 17-5b

32. © 2003 Prentice Hall Inc. All rights reserved.17–32 Work/Life Initiatives (cont’d) E X H I B I T 17-5c

33. © 2003 Prentice Hall Inc. All rights reserved.17–33 Managing Diversity in Organizations (cont’)  Diversity Training –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.