RECRUITMENT,

SELECTION,
AND
SOCIALIZATION
The intensifying war for talent makes it increasingly
difficult to attract the kind of people desired by
organizations. Attraction is a two-way process. It is
not only the organizations which attract and
choose the people they want, prospective
employees also asses and choose the
organizations they want to apply to.
 The whole process of attraction and socialization can
be summarized in seven broad steps:
1. Human resource planning
2. Employee requisition – line managers fills up a requisition form specifying
the vacancy based on job requirements.
3. Recruitment – organization strategizes on how to attract applicants.
4. Selection process – candidates go through screening tests before a hiring
decision is made.
5. Job offer and applicant’s acceptance – once the applicant accepts the job,
they move to the 6th step.
6. Placement – newcomer’s report to work and are assigned to their jobs.
7. Orientation and other socialization – activities (department and
organization-wide) that will help them adjust to their role and the
organization.
 Human resource planning

• Organization carefully plans the number and types of

employees they currently need and will need in the
future based on the organization’s strategy.
• Also known as manpower or workforce planning.
• Process of analyzing an organization’s human resource
needs under changing conditions and developing the
activities necessary to satisfy these needs.
• Enables the company attain its goals and objectives.
 Planning Process:
1. Forecasting - the attempts to determine the supply and
demand for various types of human resources to predict areas
within the organization where there will be future labor of
shortages or surpluses (e.g. statistical planning models, historical
records).
- Labor demand and labor supply
2. Goal Setting and strategic planning - The purpose of setting
specific quantitative goals is to focus attention on the problem and
provide a benchmark for determining the relative success of any
programs aimed at redressing a pending labor shortage or
surplus.
FORECASTS FORECASTS OF FORECASTS
OF LABOR LABOR SURPLUS OF LABOR
DEMAND OR SHORTAGE SUPPLY

GOAL SETTING
AND STRATEGIC
PLANNING

PROGRAM
IMPLEMENTATION
AND EVALUATION
(1) Downsizing
(2) Early Retirement Programs
(3) Buyouts
• Downsizing, the planned elimination of
large numbers of personnel designed to
enhance organizational effectiveness.

Reasons for downsizing:

1. To reduce costs.
2. Outdated plants or introduction of
technological advancement.
3. Economic reasons.
• Early Retirement Program
Older workers are sometimes more costly
than younger workers because of higher
seniority, higher medical costs, and higher
pension contributions.

• Buyouts
There are some companies simply
converted early retirement programs into
buyouts for specific workers that have
nothing to do with age.
• Employing Temporary Workers
It affords firms the flexibility needed to operate efficiently in the
face of wings in the demands for goods and services.
• Outsourcing
It is a logical choice when a firm simply does not have certain
expertise and is not willing to invest time an effort into developing
it.
• Offshoring, is a special case of outsourcing where the jobs that
move actually leave one country and go to another.
 Attraction-Selection-Attrition (ASA)
Framework
• ASA proposes that the three interrelated processes of
attraction-selection-attrition determine the kind of people in
an organization, and consequently, defines the
organization’s culture, structures, and processes.
• Applicants are attracted to organizations with cultures
that are compatible with their personalities and assess
whether they fit the organizations.
• Selection refers to the formal and informal selection
procedures.
• Attrition – refers to people leaving the organization.
• Attracting people with the right
qualifications (as determined in the job
analysis) to apply for the job.
• The practice or activity carried on by the
organization with the primary purpose of
identifying and attracting potential
employees.
• Its aim is to ensure that the organization has
a number of reasonably qualified applicants
to choose from when vacancy occurs.
STEPS IN RECRUITMENT PROCESS

RECRUITMEN
T
SCREENI
NG TESTIN
G

SELECTIN
G

PLACEMENT
Three phases of the recruitment process:
1.Generating applicants
2.Maintaining applicant interest in the
organization
3.Influencing job choice
• To promote someone within the
organization (internal recruitment)
• To hire someone outside the
organization (external recruitment) e.g.
newspaper ads, e-media, situation-
wanted ads, campus recruitment,
employment agencies, executive
search firms, referrals, public
employment agencies, job fairs.
 Factors Affecting Recruitment

• Organizational reputation
• Recruitment budget
• Recruitment capability
• Environmental factors – labor market conditions,
technological innovations, changes in business
conditions
 Four Components of Recruitment Strategy:

1. Organizational representatives or company recruiters

2. Recruitment messages, or messages transmitted to
applicants
3. Recruitment sources, or sources where applicants come
from
4. Recruitment timing, which can refer to both length of the
entire recruitment process and the timing of the job offer.
 Recruitment Methods:

1. Internal
• Attracting and identifying talents from within.
• Internal job posting
• Career planning and development
• Skills inventory
• To enhance employee morale and motivation, it is often good to
give current employees an advantage in obtaining new internal
positions. However, if an organization always promotes
employees from within, it runs the risk of having a stale
workforce that is devoid of the many ideas that new employees
bring with them from their previous employment settings.
• Heavy reliance on internal sources is thought to perpetuate the
racial, gender, and age composition of the workforce. Thus, a
balance between promoting current employees and hiring
outside applicants is needed.
 Recruitment Methods:

2. External
• Attracting and identifying talent from outside the
organization.
• Walk-in applicants
• Write-ins or mailed resumes
• Advertisements – newspaper, radio, mobile, LCD
screens, magazines, etc.
• Referrals
• Internet/ online advertisements/ social media
 Recruitment Methods:

• Visiting schools/ colleges/ universities

• Career talks
• Working with employment and executive search firms
• Situation-Wanted Ads - This is placed by the applicant
rather than by organization.
• Point-of-Purchase Methods - It is based on the ad
principles used to market products to consumers.
• Job Fairs
 Recruitment Methods:

• Incentives
• Happens when unemployment rates are low, organizations take extra measures to
recruit employees by offering incentives for employees to accept jobs.
• Usually incentives come in the form of financial signing bonus, discounts on company
products and services.

• Nontraditional Populations
• Potential applicants from nontraditional populations.
• Welfare recipients, church members, PWD’s, Ex-convicts.
• Employment agencies, charge the either the company or
applicant when the applicant takes the job. The amount
charged usually ranges from 10% to 30% of the applicant’s
first-year salary.
• Executive search firms, known as headhunters. Tend to be
higher paying positions; fees from the organization; fees
charged tend to be 30%
• Public Employment Agencies, an employment service
operated by a national government or local government
designed to match applicants with job openings.
 Recruitment Methods:

• Recruiting “Passive” Applicants

• Build relationships with professional associations and
recruiters attend their conferences, read their
newsletters, and scan their websites to identify cream
of the crop then convince these people to apply for the
job.
• Check also passive applicant’s social networking sites
then determine if they might want to apply.
 Evaluating the Effectiveness of
Recruitment Strategies
1. One method to determine which recruitment source is the most
appropriate to use for the company is to examine the number
of applicants each recruitment source yields.
2. A second method for evaluating the success of a recruitment
campaign is to consider the cost per applicant, which is
determined by dividing the number of applicants by the amount
spent for each strategy.
3. Consider the cost per qualified applicant.
 Differences in Recruitment-Source
Effectiveness:
• Employees recruited through inside sources stayed with the organization
longer (higher tenure) and performed better than employees recruited
through outside sources.
• Theories to explain:
• Rehires or applicants who are referred by other employees receive more accurate
information about the job than do employees recruited by other methods.
• Differences in recruitment-source effectiveness are the result of different recruitment
sources reaching and being used by different types of applicants.
• Employee referrals result in greater tenure than do other recruitment strategies has its
roots in the literature on interpersonal attraction, which indicates that people tend to be
attracted to those who are similar to themselves.
 Realistic Job Previews (RJP)
• A method during the recruitment process that will helpful in recruiting
applicants who will be successful.
• Giving an applicant an honest assessment of a job.
• Examples:
• A recruiter tells an applicant that although the pay is well above average, the work is often
boring and there is little chance for advancement.
• “This job is performed in a very small space, in high levels of heat, with few opportunities for
social interaction.”
• RJP may scare away applicants including qualified ones, the ones who will
stay will not be surprised about the job. Because they know what to expect,
informed applicants will tend to stay on the job longer than applicants who
did not understand the nature of the job.
 Meta-analysis results:

• RJPs result in lower turnover, higher job satisfaction,

and better performance.
• Better if given in an oral rather than a written format,
and if they are given to the applicant at the time of the
job offer rather than earlier in the recruitment process
or after the job offer has been accepted.
 Expectation-Lowering Procedure (ELP)

• This process lowers an applicant’s expectations about work and

expectations in general.
• Example:
• “We often start a new job with high expectations, thinking
the job will be perfect. As you will discover, no job is perfect
and there will be times when you become frustrated by
your supervisor or co-workers. Prior to accepting this job,
be sure to give some thought regarding whether this job
and our organization will meet the expectations that you
have. Also, give some thought to whether your
expectations about work are realistic.”
 Effective Employee Selection
Techniques
1.They are valid
• Based on job analysis (content validity)
• Predicts work-related behavior (criterion validity)
• Measures the construct it purports to measure (construct
validity)

2. Reduce the chance of a legal challenge

• Selection test contents appears to be related (face validity)
 Effective Employee Selection
Techniques
• Questions don’t invade applicant’s privacy
• Adverse impact is minimized

3. Cost-effective
• Purchase
• Administration
• Scoring
 Employee Screening:

• Process of reviewing information about job applicants.

• This involves the evaluation of written materials such as the
application forms and resumes.
• Application form is generally used to screen lower-level
positions
• Filled up online or as hard copy
• Resumes are used to provide biographical data and other
background information for higher level positions.
 Screening Process:
1. Psychological and intelligence tests
2. Interviews
3. Assessment centers

• Structured
• Group-oriented
• Situational exercises
• The main purpose of the application
and resume is to collect biographical
information about education, work
experience, and outstanding work or
school accomplishments.
• Another type of information is a work
sample consists of a written sample
(e.g. report).
• It provide four types of information:
(1)employment and educational history
(2)evaluation of the applicant’s character
(3)job performance
(4)recommender’s willingness to rehire the
applicant.
• But it has limited importance since applicants
only usually choose their own sources.
• A method of selecting employees in which an interviewer
asks questions of an applicant and then makes an
employment decision based on the responses.
 Employee Selection

• Screening of application forms and resumes

• Pre-employment testing including medical or
physical examination
• Interview and reference checking
 Employee Screening and Selection Methods:
1. Evaluation of written materials
• Application forms
• Curriculum vitae – a Latin word meaning “course of life.” It is more
detailed than a resume, generally 2-3 pages, or even longer as per
the requirement. It indicates candidate’s professional experience.
• Resume – a French word meaning “summary.” A resume is ideally a
summary of one’s education, skills, and employment when applying
for a new job. It thus, is usually 1 or at the max 2 pages long.
• Bio-data – is the short form for Biographical. In a bio data, the focus is
on person personal particulars like date of birth, gender, religion,
race, nationality, residence, marital status, and the like.
Employee Screening and Selection Methods:

2. Selection interviews 3. Employment tests

• Cognitive ability tests

• Structured
• Mechanical ability tests
• Unstructured • Job knowledge tests
• Situational • Situational exercises
• Work sample test
• Personality inventories
• Emotional intelligence tests
• Integrity tests
• Computerized adaptive testing
 Employee Screening and Selection Methods:

4. Other types of employee screening and selection methods

• Assessment center
• Trial period on the job/ probationary period
• Background check
• Criminal background check
• Medical check up
• Drug test
• Letters of recommendation/ reference check
 Employee Selection Decision

• Multiple cut-off model – the recruiters use a minimum cut

off score on each of the various predictors of job
performance.

• Multiple hurdle model – requires that an acceptance or

rejection decision be made at each of several stages in a
screening process.
 Employee Placement:

When an applicant gets a job offer and

accepts the job, the new employee is
assigned to the job.
 Employee Orientation

After the applicant gets the offer, employee

orientation will take place. This is the
procedure for providing new employees with
some basic background information about
the organization/ company/ institution, its
culture, and the job.
 Employee Orientation

New employees learn the norms, values,

goals, work procedures, and patterns of
behavior that are expected by the
organization.
Employee Orientation

Organizational orientation Departmental and job orientation

• Overview of the company • Department function

• Key policies and procedures • Duties and responsibilities
• Compensation • Policies
• Benefits • Procedures
• Safety and accident prevention • Rules and regulations
• Employees and union relation if • Tour of the department
there is any • Introduction to department
• Physical facilities employees
 Organization Socialization

• Process by which an individual makes the

transition from outsider to organizational member.
• New employees learn about the culture of the
organization and gain task-related and social
knowledge to be successful members of an
organization.
 Organization Socialization
6 Components:
1. History
2. Language
3. Politics
4. People
5. Organizational goals and values
6. Performance expectations
 EMPLOYMENT INTERVIEW
• A method of selecting employees in which an interviewer asks questions of an
applicant and then makes an employment decision based on the responses.

TYPES OF INTERVIEW
1. STRUCTURED
• Questions are based on job analysis, every applicant is asked the same questions,
and there is a standard scoring system so that identical answers are given
identical scores.

3 Criteria:
1. The source of the questions is based on job analysis
2. All applicants are asked the same questions
3. There is a standard scoring
 Structure Levels: Style Medium Advantages:
a) Slightly structured a) One-on-one a) Face-to-face a) More valid
– one criterion is Interview b) Telephone b) Favored by courts
met b) Serial Interview interview c) Not immune for
b) Moderately c) Return Interview c) Videoconference discrimination
structured – two d) Panel Interview interview
criteria are met e) Group Interview d) Written interview
c) Highly structured f) Serial-Panel-
–all three criteria Group Interview
met
d) Unstructured –
none of the
criteria are met
2. UNSTRUCTURED

• Applicants are not asked the same

questions and which there is not
standard scoring system to score the
applicants.
2. UNSTRUCTURED
Disadvantages:
1. Poor Intuitive Ability
2. Lack of Job Relatedness
3. Primacy Effects or First Impressions - the fact that information presented early in
an interview carries more weight than information presented later.
4. Contrast Effects - when the performance of one applicant affects the perception of
the performance of the next applicant.
5. Negative Information Bias - The fact that negative information receives more
weight in an employment decision than does positive information.
6. Interviewer – Interviewee Similarity - Research suggests that an interviewee will
receive a higher score if he or she is similar to the interviewer in terms of
personality, attitude, gender, or race.
7. Interviewee appearance
8. Non-verbal cues
CREATING INTERVIEW QUESTIONS

1. Clarifier - It clarifies an information on the resume or application.

2. Disqualifier - Wrong answer will disqualify the applicant from
further consideration.
3. Skill-level determiner - It is designed to tap an applicant’s
knowledge or skill.
4. Past-focused (behavioral) - Used to tap applicant’s experience.
5. Future-focused (situational) - Applicants are presented with series
of questions and asked how they would handle each one.
6. Organizational fit
Scoring Key:

1. Right/Wrong Approach - For correct or incorrect

response
2. Typical-Answer Approach - Compares answers
with benchmark response.
3. Key-Issues Approach - Provides points for each
part of an answer that matches the scoring key.
 WRITING A RESUME

1. The resume must be attractive and easy to read.

2. The resume cannot contain typing, spelling, grammatical, and factual
mistakes.
3. The resume should make the applicant look as qualified as possible.
• CHRONOLOGICAL. Jobs are listed in order from most to
least recent.
• FUNCTIONAL. Grouped by function rather than listed in
order by date.
• PSYCHOLOGICAL. It takes advantage of psychological
principles pertaining to memory organization and
impression formation.
TRAINING AND
DEVELOPMENT
 Training Defined

• A learning process that involves the

acquisition of knowledge, sharpening of
skills, concepts, rules, or changing of
attitudes and behaviors to enhance the
performance of employees.
 Objectives of Training and Development

1. Improve productivity and the quality and quantity of output.

2. Effectiveness in the present job.
3. Create more favorable attitudes.
4. Help employees in their personal development and advancement
5. Help organization respond to dynamic market conditions and changing
customer demands.
6. Satisfy human resource planning requirements.
7. Using Training to Deal with Competitive Challenges
 Challenges:

A.Global challenge
B.Quality challenge
C.High performance work system
challenge
• Maintains the quality of products and services rendered
• Fulfills high service standards = high job performance
• Provides information/orientation for newly hired
employees
• It serves as a refresher
• It promoted innovation especially in technology, products /
service delivery
• Reduces mistakes - minimizing costs
• Opportunity for staffs to give feedback / suggest
improvements
• Improves communication & relationships - better teamwork
• Reduces turnover
• Employee satisfaction
• Reduce customer complaint
 The Training Process

1.Training Needs Analysis/ Needs Assessment

2. Designing the Training Programs/ Training
Objectives
3. Validation
4. Implementation of the Training Program
5. Training Evaluation
 1. Training Needs Analysis (TNA)/ NeedsAssessment

Determine if training is necessary

Identifies specific job performance deficiencies
and increases productivity.
Training is needed when significant differences
exist between actual performance and
prescribed standards.
 5 Methods Used to Gather Needs Assessment Information

1.Interviews
2.Survey questionnaire
3.Observation
4.Focus groups
5.Documentation examination
 Needs Assessment Process:

A.Organizational analysis
B.Person/ performance analysis
C.Task analysis
• It should focus on the goals, the extent to which training
will help achieve those goals, the organization’s ability to
conduct training (e.g., finances, physical space, time),
and the extent to which employees are willing and able
to be trained.
• It should use some surveys to determine the readiness
of employees.
Aamodt, 2009
• Performance Appraisal Scores
• Surveys
• Interviews
• Skill and Knowledge Tests
• Critical Incidents
 2.Designing the Training Programs/ Training Objectives

• Objectives must be established to meet the needs assessed.

• Effective training objectives should state the benefit to the different
stakeholders in the organization.
• Learning objectives can be categorized as follows:
a) Instructional objectives – what principles, facts , and concepts
should be learned?
b) Organizational and departmental objectives – what impact will the
training have on organizational and departmental outcomes.
c) Individual and growth objectives – what impact will the training
have on the behavioral and attitudinal outcomes of the trainee?
 Importance of training objectives:

1. Training objectives lead the design of the training. It

provides clear guidelines and develops the training
program in less time.
2. It tells the trainee what is expected out of him/her at the
end of the training program.
3. It becomes easy for the evaluator to measure the
progress of the trainee.
 Training design

• A good training design requires close

scrutiny of the trainees and their profiles.
• Age, experience, needs, and
expectations of the trainees, etc.
• What learners are expected to do
• The conditions under which they
are expected to do it
• The level at which they are
expected to do it
• Determine their personal characteristics (ability, attitudes,
beliefs, and motivation) necessary to learn program content and
apply it on the job
• Determine their work environment will facilitate learning and not
interfere with performance.
• Require them to attend
• Make the training interesting
• Increase employee buy-in
• Provide incentives
• Provide food
• Reduce the stress associated with attending
• Provide feedback
 3. Validation

• Introduce and validate the training

before a representative audience.
Base final revisions on pilot results to
ensure training effectiveness.
 4. Implementation of the Training Program

• Preparation is the most important factor to guarantee

success.
• Factors to consider:
a) The trainer
b) Physical set-up
c) Establishing rapport with participants.
d) Reviewing the agenda
• Introducing the trainer and the
training session
• Using icebreakers and energizers
• Other factors
PRESENTATION
Trainees are passive recipients of information. It includes traditional instruction,
distance learning, audiovisual techniques, and mobile technology such as Ipods
and PDAs (Personal Digital Assistant).
• Instructor-Led Classroom Instruction, this is a classroom instruction compose
of the trainer and the trainees
• E-Learning, instruction and delivery training by computers through the internet or
company intranet.
• Distance Learning
It is used geographically dispersed companies to provide information about
new products, policies, or procedures as well as skills training and expert
lectures to field locations
• Hands-on
It requires the trainee to be actively involved in learning. Hands-on methods
include on-the-job training, simulations, business games and case studies,
behavior modeling, interactive video, and Web-based training.
• On-the-job, it refers to new or inexperienced employees learning through observing
peers or managers performing the job and trying to imitate their behavior.
• Simulation, it is a training method that represents a real-life situation, allowing
trainees to see the outcomes of their decisions in an artificial environment.
• Business Games and Case Studies, situations that trainees study and discuss
(case studies) and business games in which trainees must gather information,
analyze it, and make decisions are used primarily for management skill
development.
• Behavior Modeling, one of the most effective techniques for teaching interpersonal
skills. Each session presents the rationale behind key behaviors, a videotape of a
model performing key behaviors, practice opportunities using role-playing,
evaluation of a model’s performance and planning session.
• Adjusting for audience
• Developing training curriculum
• Creating handouts
• Identify the learning outcome that you want training to
influence (e.g. verbal influence, cognitive strategies,
attitudes, motor skills, etc.)
• Consider the extent to which the method facilitates learning
and transfer of learning, the costs related to development
and use of the method, and its effectiveness
 5. Reviewing the agenda

•Goal
•What is expected
•Flow of the program
•How the program will run
 6. Training Evaluation

• Purposes of the Training Evaluation

1. Feedback – helps the participants define the
objectives and link them to learning outcomes.
2. Research – helps in ascertaining the relationship
between acquired knowledge, transfer of
knowledge at the workplace, and training.
• Examining the outcomes of a program helps in evaluating its
effectiveness. These outcomes should be in lined to the
program objectives in order for the trainees to understand
the program.
• Training outcomes can be categorized as cognitive
outcomes, skill-based outcomes, affective outcomes,
results, and return on investment.
Process of Training Evaluation
A. Before the Training
Skills and Knowledge are assessed.
B. During the Training
Short tests at regular intervals.
C. After the Training
This phase is designed to determine whether
training given had the desired effect at individual
departments and organizational levels.
• To identify the program’s strengths and weaknesses
• To assess whether content, organization, and administration of the program
contribute to learning and the use of training content on the job
• To identify which trainees benefited most or least from the program
• To gather data to assist in marketing training programs
• To determine the financial benefits and costs of the programs
• To compare the costs and benefits of training versus non-training investments
• To compare the costs and benefits of different training programs to choose the
best program
 THREE LEVELS OF EVALUATION

• Immediate Feedback
Survey or interview directly after training
• Post-Training Test
Trainee applying learned tasks in workplace
• Post-Training Appraisals
Conducted by immediate supervisors of trainees
PERFORMANCE
APPRAISALS
 Performance Appraisals

• The formalized means of assessing

worker performance in comparison to
established organizational standards.
 10 Interrelated Steps:
1.Determine the purpose of appraisal
A.Employee training and feedback
B.Determine salary increases
C.Promotion Decisions
D.Termination decisions
E.Research
 2. Identify environmental and cultural
limitations

•Work load
•Finances
•Employees’ relationship
 3. Determine WHO will evaluate
performance

• Supervisors (traditionally)
• 360 degree feedback
• Multiple-source feedback
 360 degree feedback
• A professional feedback opportunity that enables a group of coworkers to
provide feedback on an employee’s performance. The feedback is
generally asked for by the manager to whom the employee reports.
• Coworkers who participate in the 360 review usually include the boss,
several peers, reporting staff, and functional managers with whom the
employee works regularly.
• The feedback opportunity comes from the fact that performance feedback
is solicited from all directions in the organization.
• Your boss, your direct reports, and your peers give you feedback on what
are your strengths and weaknesses (or "developmental needs" or
"opportunities"). Therefore, you get feedback from everyone around you
who knows you well -- hence, you're hearing it from 360 degrees around
 However, when it's done poorly, 360 programs create
mistrust, anger, conflict and can leave a team with
lower morale

Why 360 Programs Fail According to Forbes:

1. The Boss doesn't get involved or discounts the program's importance.
2. The 360 tool/questions are too vague.
3. People offer comments that are personal in nature rather than constructive.
4. No plan is set following receiving the feedback.
5. If there is a follow-up post-360 plan, it happens only once.
6. Lack of confidentiality.
7. Forgetting the strengths and only focusing on weaknesses.
 Multiple-source feedback

• Analyzes employee performance and development from multiple

points of view, including supervisors, peers, subordinates, and
customers.
• Common applications of multi-source assessment include, but are
not limited to, motivating employee behavior change, supporting
cultural changes, reinforcing team behaviors, and career
development.
Effective when
(greater performance change):

• Feedback indicates that the employee

needs to change his/her behavior.
• Employee perceives that the changes
are feasible.
• Employee is open to receiving
constructive feedback.
 Effective when: (performance increases)

• Feedback is provided in a workshop

conducted by a feedback facilitator (neutral
person) rather than by a direct supervisor.
 Is multi-source
feedback the same
as 360 degree
feedback?
 Self-appraisal

• A technique used by only a small

percentage of organizations.
• Effective when evaluation are made with
clear rating standards and social
comparison information, agreement is
increased between self and supervisor
ratings.
 Self-appraisal is accurate when:

• Self-appraisal will not be used for such

administrative purposes or raises or promotions.
• Employees understand the performance
appraisal system.
• Employees believe that an objective record of
their performance is available with which the
supervisor can compare the self-appraisal.
 4. Select the best appraisal methods to
accomplish goals

CRITERIA – basis for describing employee success

DECISIONS TO BE MADE:
1.Focus of the performance appraisal dimensions
2.Should dimensions be weighted?
3.Use of employee comparisons, objective measures, or ratings.
 4.1. Focus of the performance appraisal
dimensions
• Trait-Focused Performance Dimensions
• Competency-Focused Performance Dimensions
• Task-Focused Performance Dimensions
• Goal-Focused Performance Dimensions
• Contextual Performance
 2. Should dimensions be weighted?

• Many organizations choose to weight all

performance dimensions equally because
it is administratively easier to compute and
to explain to employees.
 3. Use of employee comparisons, objective
measures, or ratings.

A.Employee Comparisons
B.Rank Order
C.Paired Comparisons
D.Forced Distribution
E.Objective Measures
F.Ratings of Performance
3.C. Paired Comparisons

• Comparing each possible pair of employees and choosing which one of each
pair is the better employee.
• Determine number of comparisons
• Number of comparisons = n(n-1)
2
where n= number of employees
Example:
If you have 10 employees to compare, how many number of comparisons will you
have?
10 (10-1) = (10 ) ( 9 ) = 90 = 45
2 2 2
3.D. Forced Distribution

• Also called “rank and yank”

• A performance appraisal method in which a predetermined percentage of
employees are placed into a number of performance categories.
10 % 20 % 40% 20% 10%
Terrible Below Average Average Above Average Excellent

Paul Wembley Randal Aldwin Mark

Justin Patrick Oswald Farley Mike
Clint Kyle Renzel John Levinson
Myr Angelo Lloyd Reuan Bretel
Lawrence Ralph Angelo
Cid
Drawbacks: Restriction of Range

• Terrible employees are either never

hired or quickly fired and excellent
employees probably have been
promoted.
 3.E. Objective Measures

• Quantity of work
• Quality of work
• Attendance
• Safety
3.F. Ratings of Performance

A. Graphic Rating Scale – rating employee performance on an

interval or ratio scale
B. Behavioral Checklists – list of behaviors, expectations, or
results for each dimension.
How?
= Take the task statement from a job description and convert
them into a BEHAVIORAL PERFORMANCE STATEMENTS
(Behavior Based or Result Based)
representing the level at which behavior is expected to be
performed.
Contamination

• The condition in which criterion scores are

affected by other than those under the
things
control of the employee.
• By considering the potential areas of
contamination, a different picture emerge of
s
relative importance.
 Three Scales to Measure Behavior

• Comparisons with other employees

• Frequency of desired behaviors
• Extent to which organizational
expectations are met.
 Others not commonly used but historically
and psychometrically interesting

1.Behavioral Anchored Rating Scale

2.Forced-Choice Rating Scale
3.Mixed Standard Scale
4.Behavioral Observation Scale
 Evaluation of Performance Appraisal
Methods
1. Behavioral checklists are slightly more psychometrically
sound and have some advantages over graphic rating
scale.
2. Feedback from behavior-based methods is easier to give and
to use to provide suggestions for improvement.
3. The greater the employee perception of the fairness of the
performance appraisal system, the greater was their job
satisfaction and commitment to the organization.
4. There was a stronger relationship between objective and
subjective ratings of quantity (r=.38) than between object and
subjective ratings of quality (r=.24).
 5.Train raters

A 2010 ERC survey found that few organizations spend

time and resources necessary to train supervisors to
evaluate performance.

FRAME-OF-REFERENCE TRAINING:
• Awareness of rating errors
• Increase validity of tests validated against the ratings
• Increases employee satisfaction with ratings
 6. Observe and document performance

• Critical incidents
• Documentation
• Forces a supervisor to focus on employee
behaviors rather than traits and provides
behavioral examples to use when reviewing
performance ratings.
• Helps in recalling behavior
• Examples to use
• Legalities
 7. Evaluate performance

1.Obtain and review objective data

relevant to the employees
behavior
2.Read critical-incident logs
3.Complete rating form
 Rating Errors:
1. Distribution Errors
A. Leniency Error
B. Central Tendency Error
C. Strictness Error
2. Halo Errors
3. Proximity Errors
4. Contrast Errors
5. Assimilation
6. Low Reliability Across raters
7. Sampling Problems
8. Cognitive Processing of Observed
Behavior
A. Observation of behavior
B. Emotional states
C. Bias
 8. Communicate appraisal results to
employees

• Most important use – FEEDBACK (strengths and weaknesses)

• Candid, specific, and behavioral
• Avoid fundamental attribution error
• Semi-annual evaluation
• Tell and Sell Approach
• Other techniques
• Prior to the interview
• During the interview
 9. Make personnel decisions

• Raises and promotions

• Terminating employees
•Just causes – Article 282 of the Labor
Code
•Authorized causes – Articles 283 and
284 of the Labor Code
 10. Monitor legality and fairness of the
appraisal process

• Legal standards
• Fair and just