Robbins & Judge

Organizational Behavior
13th Edition

Chapter 18: Human Resource

Policies and Practices
Student Study Slideshow
Bob Stretch
2009 Prentice-Hall Inc. All rights reserved.

Southwestern College
18-1

Chapter Learning Objectives

After studying this chapter, you should be able to:
Define initial selection and identify the most useful
methods.
Define substantive selection and identify the most useful
methods.
Define contingent selection and contrast the arguments for
and against drug testing.
Compare the four main types of training.
Contrast formal and informal training methods, and on-thejob and off-the-job training.
Support the use of performance evaluation.
Show how managers can improve performance
evaluations.
Explain how diversity can be managed in organizations.
Show how a global context affects human resource
management.
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18-2

The Selection Process

Initial Selection
Applicants who dont meet basic
requirements are rejected.

Substantive Selection
Applicants who meet basic requirements, but
are less qualified than others, are rejected.

Contingent Selection
Applicants who are among best qualified, but
who fail contingent selection, are rejected.

Applicant receives job offer.

Exhibit 18-1
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18-3

Stage 1: Initial Selection

Initial selection devices are used to
determine if basic qualifications for the job
are met
Devices include:
Application Forms
Good initial screen
Must be careful about questions asked legal issues

Background Checks
Most employers want reference information, but few
give it out litigation worries
Letters of recommendation are of marginal worth
May use criminal record or credit report checks
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18-4

Stage 2: Substantive
Selection

These devices are the heart of the selection

process
Written Tests
Testing applicants for: intelligence or cognitive ability,
personality, integrity, and interests
Intelligence tests are the best predictor across all jobs

Performance-Simulation Tests
Based on job-related performance requirements
Work Sample Tests
Creating a miniature replica of a job to evaluate the
performance abilities of job candidates

Assessment Centers
A set of performance-simulation tests designed to evaluate a
candidates managerial potential
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18-5

Another Substantive Selection

Device
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

Types of Interviews
Unstructured (randomly chosen questions)
Most common, least predictive, and prone to bias

Structured (standardized sets of questions)

More predictive of job success; less chance for bias

Behavioral structured (asking how specific problems

were handled in the past)
Past behaviors may be good predictors of future behavior

Interviews most often used to determine organizationindividual fit

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18-6

Stage 3: Contingent
Selection
Final checks before hiring
Drug testing
Controversial: perceived to be unfair or
invasive
Supreme Court ruled that this is not an
invasion of rights
Expensive but accurate
Alcohol not generally tested for

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18-7

Training and Development

Programs
Types of Training
Basic Literacy Skills
One half of U.S. high school graduates do not
have the basic skills necessary for work

Technical Skills
Focus of most training, especially given the pace
of technological change

Interpersonal Skills
Skills like effective listening, communication, and
teamwork

Problem-solving Skills
Help sharpen logic and reasoning, and provide
helpful decision-making techniques
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18-8

What About Ethics Training?

Argument against
Personal values and
value systems are
fixed at an early age

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Argument for
Values can be learned
and changed
Training helps
employees recognize
ethical dilemmas and
issues
Training reaffirms the
organizations
expectation that
members will act
ethically
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Training Methods
Formal
Planned in advance with a structured format

Informal
Unstructured, unplanned, and easily adaptable
70% of all current training is of this type

On-the-Job (OJT)
Includes job rotation, apprenticeships, understudy
assignments, and formal mentoring programs
May be disruptive to the workplace

Off-the-Job
Classroom lectures, videotapes, seminars, self-study
courses, Internet-based courses, role-plays, and case
studies.

E-Training (computer-based)
Flexible but expensive and not proven to work
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18-10

Individualized Training and

Learning Styles
Learning styles differ: so should training method
Learning Styles:
Reading
Give them books and reading materials to review

Watching
Let them observe experts modeling the proper behaviors

Listening
Provide lectures or audiotapes

Participating
Let these learners try out the new skills in a safe
experimental environment

The styles are not mutually exclusive

employees can learn from multiple styles
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18-11

Evaluating Training
Effectiveness
Many factors determine training
effectiveness:
Training method used
Individual motivation
Trainee personality: those with internal
locus of control, high conscientiousness,
high cognitive ability, and high self-efficacy
learn best
Training climate: ability to apply the
learning to the job
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18-12

Performance Evaluation
Evaluation affects performance level
Purposes of Performance Evaluation
Provides input to general human resource
decisions
Promotions, transfers, and terminations

Identifies skill training and development needs

Provides performance feedback to employees
Supplies the basis for reward allocation decisions
Merit pay increases and other rewards

For OB specialists: the key purposes of

performance evaluation are the last two - a
mechanism for feedback and reward
allocation
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18-13

What Do We Evaluate?
Individual Task Outcomes
These are the metrics that directly result from
employee effort such as sales, turnover, or quality

Behaviors
When direct results are difficult to determine, may
be evaluated on behavior and documented
actions such as sales calls made, promptness in
submitting reports, or non-productive activities
like volunteering for charity drives

Traits
Weak because they dont reflect productivity;
often used these include attitudes, confidence,
and looking busy
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18-14

Who Should Do the

Evaluating?

Immediate Supervisor
Peers
Subordinates
Customers
The person being evaluated
360o feedback: all these and more
Exhibit 18-2

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18-15

Methods of Performance
Evaluation
Written Essay
A narrative describing an employees
strengths, weaknesses, past performances,
potential, and suggestions for
improvement

Critical Incidents
Evaluating the behaviors that are key in
making the difference between executing a
job effectively and executing it ineffectively
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18-16

More Methods of Performance

Evaluation
Graphic Rating Scales
An evaluation method in which the
evaluator rates performance factors on
an incremental
scale
Keeps up
with current
policies and regulations.
1

X
Completely
Unaware

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Fully
Informed

18-17

Another Performance
Evaluation Method
Punctuality
1: Never late for
work
2: Late 1-2 times
per month
3: Late 3 or more
times per month

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Behaviorally Anchored
Rating Scales (BARS)
Scales that combine
major elements from the
critical incident and
graphic rating scale
approaches: The
appraiser rates the
employees based on
items along a continuum,
but the points are
examples of actual
behavior on a given job
rather than general
descriptions or traits.
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Even More Evaluation

Methods
Forced Comparisons
Evaluating one individuals performance relative
to the performance of another individual or others
Who is better, A or B?
Group Order Ranking
An evaluation method that places employees into a
particular classification, such as quartiles
10 % are As, 20 % Bs, 40 % Cs, 20 % Ds, and 10 % Fs

Individual Ranking
An evaluation method that rank-orders employees from
best to worst
Mary is #1, Juan is #2, Liu is #3
Exhibit 18-3

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18-19

Suggestions for Improving

Evaluations
Use multiple evaluators to overcome rater biases
Halo and leniency errors

Evaluate selectively based on evaluator

competence
Train evaluators to improve rater accuracy
Provide employees with due process
Individuals are provided with adequate notice of
performance expectations
All relevant evidence of a violation is aired in a fair
hearing, with the individual given an opportunity to
respond
Final decision is based on the evidence and is free of
bias
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18-20

Providing Performance
Feedback
Why Managers Are Reluctant to Give
Feedback
They are uncomfortable discussing performance
weaknesses directly with employees
Employees tend to become defensive
Employees tend to have an inflated assessment
of their own performance

Solutions to Improving Feedback

Train managers how to give effective feedback
Use performance review as a counseling activity
rather than as a judgment process
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18-21

Managing Diversity: Work-Life

Conflicts
Since the 1980s the line between work and
personal life has begun to blur
Solutions include:
Flexible scheduling and benefits
On-site personal services (like dry cleaning or a gym)
Time-, information- or money-based strategies
available

Stress is caused not by time constraints but the

psychological incursion of work into the family
domain and vice versa
Some like greater integration of work and family;
others need greater separation
Exhibit 18-4

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18-22

Diversity Training
Used to increase awareness and to
examine stereotypes
Participants learn to value individual
differences, increase cross-cultural
understanding, and confront
stereotypes

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18-23

Global Implications
Selection
Practices differ by nation: global policies need to
be modified to fit within local customs
Use of educational qualifications may be
universal

Performance Evaluation
Not emphasized or considered appropriate in
many cultures due to differences in:
Individualism versus collectivism
A persons relationship to the environment
Time orientation (long- or short-term)
Focus on responsibility
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18-24

Summary and Managerial

Implications
Selection Practices
Proper selection devices increase likelihood of
hiring the right person for the position

Training and Development Programs

Can be used to improve employee skills
Increase employee self-efficacy

Performance Evaluation
A major goal is to assess an individuals
performance accurately as a basis for reward
allocation decisions
Should be based on behavioral, results-oriented
criteria, take a long-term view and allow
employees input into the process
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18-25

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recording, or otherwise, without the prior
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Copyright 2009 Pearson

Education, Inc. Publishing as
Prentice Hall