Professional Documents
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Ob13 18
Ob13 18
Organizational Behavior
13th Edition
Chapter 18: Human Resource Policies and Practices Student Study Slideshow
Bob Stretch
Southwestern College 2009 Prentice-Hall Inc. All rights reserved. 18-0
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.
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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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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Types of Interviews
Unstructured (randomly chosen questions)
Most common, least predictive, and prone to bias
Behavioral structured (asking how specific problems were handled in the past)
Past behaviors may be good predictors of future behavior
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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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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, Internetbased courses, role-plays, and case studies.
E-Training (computer-based)
Flexible but expensive and not proven to work
2009 Prentice-Hall Inc. All rights reserved. 18-9
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
2009 Prentice-Hall Inc. All rights reserved. 18-10
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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
2009 Prentice-Hall Inc. All rights reserved. 18-12
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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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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X
Completely Unaware Fully Informed
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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
2009 Prentice-Hall Inc. All rights reserved. 18-18
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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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
2009 Prentice-Hall Inc. All rights reserved. 18-21
Diversity Training
Used to increase awareness and to examine stereotypes Participants learn to value individual differences, increase cross-cultural understanding, and confront stereotypes
18-22
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
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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
2009 Prentice-Hall Inc. All rights reserved. 18-24
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