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CHAPTER 13
Human Resource Management
CHAPTER SUMMARY
To provide appropriate human resources to fill either managerial or nonmanagerial openings,
managers follow four sequential steps: (1) recruitment, (2) selection, (3) training, and (4)
performance appraisal.
Recruitment activities begin with a thorough understanding of the position to be filled. This is
accomplished through the development of job analyses, job descriptions, and job specifications.
Because the labor supply is in constant flux, recruiters must be able to pinpoint sources of human
resources. Sources from within the organization are found by using: (1) human resource
inventories, (2) management inventory cards, (3) position replacement forms, and (4)
management manpower replacement cards. Sources outside the organization include: (1)
competitors, (2) employment agencies, (3) readers of certain publications, and (4) educational
institutions. Laws regulate recruiting practices.
The selection process is typically represented as a series of stages through which prospective
employees must pass to be hired. Each stage reduces the number of prospective employees until
one is hired. Tests are used to measure: (1) potential, (2) skill level, (3) vocational interests, and
(4) personality. Assessment centers are another employee selection tool.
Training is essentially a four-stage process involving: (1) determining training needs, (2) designing
the training program, (3) administering the training program, and (4) evaluating the training
program. Training needs can be determined through evaluation of the production process,
requests for employee feedback, and looking into the future. Training programs can consist of
lectures, programmed learning, on-the-job training, and classroom training. Successful training
programs show a reasonable return.
The main purpose of performance appraisals is to furnish feedback to organization members about
how they can become more productive. Forms of performance appraisals include (1) a rating
scale, (2) employee comparisons, (3) the free-form essay, and (4) the critical-form essay.
LEARNING OBJECTIVES
1. An overall understanding of how appropriate human resources can be provided for the
organization
2. An appreciation for the relationship among recruitment efforts, an open position, sources of
human resources, and the law
3. Insights on the use of tests and assessment centers in employee selection
4. An understanding of how the training process operates
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5. A concept of what performance appraisals are and how they can best be conducted
Chapters Target Skill
Human Resource Management Skill: The ability to take actions that increase the contributions of
individuals within the organization.
CHALLENGE CASE
CISCO RECRUITS THE BEST MINDS IN CHINA
The Challenge Case discusses tactics that management at Cisco Systems has used to hire and
retain its brightest employees in China. The task of hiring and retaining not just people, but the
right people is part of managing human resources in any organization. This chapter outlines the
process of managing human resources within an organization and emphasizes how hiring and
retaining the right people is part of this process for managers at a company such as Cisco. This
chapter discusses this process by first defining appropriate human resources and then examining
the steps to be followed in providing them.
See all related teaching notes for Challenge Case in the Management Skill Activities
II.
III.
B.
C.
D.
measure and are reliable if they measure similarly time after time.
3. Tests are not used as sole source for hiring someone.
4. Tests are nondiscriminatory in nature.
2. Assessment Centers
a. A program, not a place, in which participants engage in a number of
exercises constructed to simulate important activities at the levels to which
participants aspire.
Training
1. Training is the process of developing qualities in human resources that
ultimately enable people to be more productive in contributing to organizational
goal attainment.
2. A four-step process:
a. Determining training needs
b. Designing the training program
c. Administering the training program
d. Evaluating the training program
3. Determining Training Needs
a. Training needs are the information or skill areas an individual or group
requires to further develop their individual and group productivity.
b. Several methods may be used:
1. Evaluating the production process within the organization
2. Obtaining direct feedback from employees
3. Looking into the future
4. Designing the Training Program
a. The training programs seek to meet identified training needs by
assembling facts and activities that will meet the established
training needs.
5. Administering the Training Program
a. Techniques for Transmitting Information
1. Lectures
2. Programmed learning
b. Techniques for Developing Skills
1. On-the-job training is a blend of job-related knowledge and
experience with coaching, position rotation, and special project
committees.
6. Evaluating the Training Program
a. Evaluation seeks to determine if there is a reasonable return on the
training cost.
Performance Appraisal
1. Performance appraisal is the process of reviewing past productive activity to
evaluate the contribution individuals have made toward attaining management
system objectives. (See Table 13.2)
2. Why Use Performance Appraisals?
a. They provide systematic judgments.
b. They are a means of measuring employee progress and of suggesting any
needed changes.
c. They serve as a basis for coaching and counseling
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employees.
CLASS DISCUSSION HIGHLIGHT: Modern Research and Human Resources Skill
The Timing of Job Offers
This is an interesting article to discuss in class, because we all have received (or will receive) job
offers. This is a great opportunity to ask students for their experiences with job offers. Ask them
if they remember the timing of the offers. Some will likely speak about the agony of waiting for
an offer to finally arrive.
According to the results of this study, timing made a big difference. Those who received their
offers quickly were more likely to accept their offers. Interestingly, there were no differences
between the two groups. As it turns out, everyone (both students and experienced individuals)
wants a quick offer, and such offers speak to the excitement that organizations have for their
candidates.
Something else to discuss: there were no effects of timing on the employees subsequent
performance or turnover. In other words, taking a long time to extend an offer does not
necessarily help the firms find better employees.