CHAPTER 18: HUMAN RESOURCE POLICIES AND PRACTICES HR Policies and practices influence an organizations effectiveness Selection Practices

s Most important HR decision: who you hire: match the individual characteristics (ability, experience, etc.) with job requirements Stages: o Initial selection: rough cuts, standards are basic qualifications Background checks: initial/contingent; how he performed at last job, is he recommendable Letters of recommendation: but these are selfselected Application forms: not a very useful performance determinant, but good initial screen o Substantive selection: written tests, performance tests, interviews Written tests: paper-and-pencil tests (now online), were characterized as discriminatory, not job-related Intelligence (single best selection measure)/cognitive ability Personality tests: conscientiousness and positive self-concept best predict job performance Integrity tests: for ethical problems (dependability, carefulness, responsibility, honesty) Interest inventories Performance-simulation tests: more expensive to develop, but higher face validity Work sample tests: miniature replica of a job, used to evaluate the performance abilities of job candidates

Assessment centers: set of performancesimulation tests designed to evaluate a candidates managerial potential Interviews: those most polished are usually the ones hired Should be structured so that biases cannot distort interview results Standardized questions, uniform method of recording info, standardized rating of applicants qualifications More effective: behavioral structured interviews: how they handled specific problems in previous jobs, past behavior predicts future Applicant-organization fit Contingent selection: final check Drug test: controversial (unfair/invasive), used for drugs but not alcohol (leaves system in 24 hours anyway)

Training and Development Programs Types of Training Basic Literacy Skills: reading and math Technical Skills: due to new technology and new structural designs in the organization (flatter structures, employees will need a wider variety of tasks) Interpersonal Skills: effectively interact with those in their work unit Problem-Solving Skills: managers; logic, reasoning, problemdefining skills; causation, develop and analyze alternatives, select solutions; to introduce self-managed teams/implement quality-management programs Ethics Training: periodic reinforcement of ethical principles, but can you actually teach ethics? Must be learned by example; reaffirms organizations expectations that members will act ethically

Training Methods Formal training o Planned in advance o Structured format Informal training o Unstructured, unplanned, easily adapted to situations & individuals o Keeps employees current o Most informal: employees helping each other out o Idle chatter On-the-job training o Job rotation, apprenticeships, understudy assignments, formal mentoring programs o BUT they disrupt the workplace Off-the-job training o Live classroom lectures, videotapes, seminars, Internet courses, case studies Individualizing formal training to fit the employees learning style o Reading, watching, listening, participating, through observation o Avoid over-reliance on a single style Evaluating effectiveness o Success of training also depends on the individual o Factors: personality (internal locus of control, high conscientiousness, high cognitive ability, high selfefficacy learn more); training climate Performance Evaluation Influence behavior Purposes: o To help management make HR decisions (promotions, transfers, terminations) o Identify training & development needs (inadequate employee competencies) o Provide feedback to employees (on how organization views their performance)* o Basis for reward allocations*

o *: focus, shed light on OB What do we evaluate? o Individual Task Outcomes: ends rather than means, quantity produced o Behaviors: promptness, sick days used per year, not directly limited to individual productivity: helping others, making suggestions, etc. o Traits: weakest criteria, farthest from the actual performance of the job itself; good attitude, confidence, dependability Who should do the evaluating? o Tradition: manager, held responsible for their employees performance o Peers & subordinates are becoming more effective participants in evaluation o Self evaluation (overinflated assessment, bias): often low in agreement with that of supervisors o Use multiple sources (then average) o 360-degree-evaluations: feedback from full circle of daily contacts an employee might have (mailroom to customers to bosses to peers); may be misused to minimize costs Methods of Performance Evaluation o Written essays: narrative of strengths, pat performance, determined by evaluators writing skill rather than actual performance o Critical incidents: key behaviors in between executing the job in/effectively; site specific behaviors, not vague traits o Graphic Rating Scales: set of criteria is listed, evaluator rates (1 to 5, etc); takes less time; allow for comparison o Behaviorally Anchored Rating Scales (BARS): critical incident + graphic rating; actual behavior on the job is rated, translate to performance dimensions, each of which have varying levels o Forced Comparisons: against another employee/s, relative not absolute

Group order ranking: places employees into a particular classification (quartiles) Individual ranking: rank-orders employees, best to worst

Suggestions for Improving Performance Evaluations Evaluators can unconsciously inflate evaluations (positive leniency) or understate performance (negative leniency), or allow one assessment of one characteristic influence that of others (halo effect) Similarity error: favoring people who have the same qualities as you Use multiple evaluators: competitions, regard the average Evaluate selectively: evaluate only in areas in which you have expertise (as little levels in between the evaluator and employee) Train evaluators: workshops to teach observing & rating behaviors, but the effects diminish over time (use refresher sessions) Provide Employees with Due Process: to increase perception that employees are being treated fairly o Individuals are provided with adequate notice of whats expected of them o All evidence relevant to a proposed violation is aired in a fair hearing so those affected can respond o Final decision is based on evidence, free of bias Providing Performance Feedback Managers are reluctant to give this, why? o Uncomfortable discussing performance weaknesses directly with employees (confrontation possibilities) o Many employees tend to become defensive when their weaknesses are pointed out o Employees tend to have an inflated assessment of their own performance Solution: train managers to conduct more constructive feedback sessions

Managing Diversity in Organizations Work-life conflicts: psychological incursion of work into the family domain and vice versa, organizations should help them clearly segment their lives Diversity Training: intended to provide a vehicle for increasing awareness and examining stereotypes; employees learn to value differences, increase their cross-cultural understanding, confront stereotypes Global Implications No universal selection practices Policies and practices need to reflect culture-based norms & social values, legal & economic differences Not all cultures are concerned with performance appraisal o Individualism (formal evaluation)/collectivism (informal) o Persons relationship to the environment: dominate the/subject to the environment o Time orientation: short/long term o Focus of responsibility