GROUP 1
punishment was attributed to a
Political, Economic, Environmental,
and Cultural Influences on
Organizational Behavior and An
Introduction to Industrial or
Organizational Psychology
I. The Locus of Organizational
Psychology
Organization
➢ Open and social system that
transforms inputs from the
environment to product out puts.
Locus of Control
➢ Important variable for explanation
for human behavior in orgs.
➢ Related to motivation, efforts,
performance, satisfaction, perception
of the job, compliance with authority
and supervisory style.
➢ Moderate with the relation of
incentives and motivation and between
satisfaction and turnover.
➢ The general theory of locus of
control arose from observation and
research in psychology.
➢ Degree to which people believe that
they have control over the outcome of
events in their lives as opposed to
external forces beyond their control
• Locus
a) Internal is the belief that one can
control one’s own life
b) External is the belief that life is
controlled by out sides factors which
the person cannot influence or that
chance or fate controls their lives
• Julian B. Rotter
➢ Developed the concept of locus of
control from his own social learning
theory.
• Phares
➢ Concept was developed to explain
seeming tendencies of some
individuals to ignore reinforcement
contingencies. Their failure to respond
as predicted to rewards and
structure.
“generalized expectancy” that their
own actions would not lead to
attainment of rewards or avoidance of
punishment.
II. The Organization as an Open
System
• System
➢ Group of components (or parts) that
interact with each other and are
dependent on each other to serve a
common goal.
• Organization and other social system
can be “closed” or “open” system have
boundaries that cannot be penetrated
by new information or ideas.
• Closed Systems
➢ Have hard boundaries through
which little information is exchanged
• Open systems
➢ Have permeable boundaries
(boundaries which allow things to pass
through them.)
➢ Interact with their environment ad
constantly let in new information and
ideas so that they can continue to
grow.
➢ Developed by Ludwig Von
Bertalanffy (1956) a biologist but it was
immediately applicable across all
disciplines.
• External environment
➢ Includes a wide variety of needs
and influences that can affect the
organization, but which the
organization cannot directly control.
• Equifinality
➢ Same or similarity results can be
achieved by using a variety of different
processes.
III. Organizational Model
➢ Defines the hierarchy, team
development, and consumer’s role in
how a business operates.
➢ Describe the organizational
• Structures
➢ Simple or complex
➢ Five common organizational
models, it is apparent that structures
range from very simple to very
complex.
IV. The Changing Work Landscape
• Changing work landscape
• No Collar workforce
V. The Impact of Globalization,
Technology, and Economics
• Globalization can create and
destroy jobs
• Technology leads to fewer blue
collar jobs
• Economic factors affecting the
business
VI. The Philippine Economic and
Business Environment
• Philippine Economic Environment
• Philippine Business Environment
VII. Organizations’ Responses to
External Forces
• Technological Change
• Globalization
• Social and Political Changes
• Workforce Diversity
• Managing Ethical Behavior
VIII. Employees’ Responses
• Political
• Economical
• Social
• Technological
• Legal
• Environmental
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IX. The New Organizational Context
• The new organizational context
is/will
➢ Defined as the characteristics of the
organization including the firm's size,
degree of centralization, degree of
formalization, and managerial
structure.
➢ Include strategy, structure, and
culture that will explain the
stakeholders of the management, the
structure of the project management,
the organizational structure, and the
culture affecting the project
management.
➢ Explain the internal and external
organizations affecting organization of
the context.
Organizational Strategies
Strategic management – the science
of formulating, implementing and
evaluating cross-functional
decisions that enable an
organization to achieve its
objectives.
Consists of:
•Developing vision and mission
statements
•Formulating, implementing and
evaluating
•Making cross functional decisions
•Achieving objectives
Stakeholder Management – active
stake in the project
➢Internal Stakeholders
• Top management
• Accountant
• Other functional managers
• Project team members
➢External Stakeholders
• Clients
• Competitors
• Suppliers
• Environmental, political, consumer,
and other intervener groups
➢Managing Stakeholders
• Assess the environment
• Identify the goals of the principal
actors
• Assess your own capabilities
• Define the problem
• Develop solutions
• Test and refine the solutions
Forms of Organizational Structure
• Functional organizations – group
people performing similar activities into
departments
• Project organizations – group
people into project teams on
temporary assignments
• Matrix organizations – create a dual
hierarchy in which functions and
projects have equal prominence
Organizational Culture
The unwritten rules of behavior, or
norms that are used to shape and
guide behavior, is shared by some
subset of organization members and
is taught to all new members of the
company.
Key factors that affect culture
development:
• Technology
• Environment
• Geographical location
• Reward systems
• Rules and procedures
• Key organizational members
• Critical incidents
X. Changing Landscape in the Filipino
Worker
• Changing Landscape in the
Filipino Worker
In terms of:
➢ The No-Collar Workforce –
Filipinos especially millennial
nowadays have the Automation, smart
technologies, and digital disruption are
happening and will continue to change
the workplace landscape.
➢ Collaboration, Not Competition -
Machines and humans can work well
together if you anticipate the
challenges, and put in place the
resources and governance to make all
elements of the hybrid workforce
successful.
➢ Long term Care management of
Filipino elderly - Family members
opt to leave the country or seek
opportunities elsewhere in the
country. It proposes the establishment
of a broadened community-based
centre for caring for the most indigent
senior citizens in the barangay or
municipality utilizing traditional cultural
values such as pagtutulungan and
bayanihan.
➢ Philippine Migration Landscape -
Indeed since the 1970s the
government has actively facilitated
overseas working to deal with high
unemployment on the one hand, and
extended support to overseas Filipino
workers on the other hand. Today
emigration is part of Filipino culture.
XI. Changes in Work Place
• Changes in the workplace aims to
➢ Cope up through transition and
change in the environment
➢ Understand yourself of what is
important to Build your resilience to
change by focusing on communication
and being proactive about managing
your experience of change
➢ Change presses out to our comfort
zones.
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➢ Changes affecting the teams in the
society.
XII. How Filipino workers feel about the
Changes in the Work Place
• Employees in emerging markets feel
they are better supported
• Employees took easy and efficient in
working in markets
• Employees work and feel flexible and
productive by the help of advanced
technologies.
XIII. Three different Scenarios for
Filipino Organizations in Globalize
World
• “Ang mga BAGO dito manlilibre”
• “Walang personalan, trabaho lang”
XIV. Reflections on the Paradoxes in
the Changing World Landscape
• Emotional Condition
• Cultural Condition
XV. Filipino Work Value
➢ Filipinos work in different parts of
the world and over these different
countries, they have a good reputation
for being excellent employees and co-
workers. Here are the different working
values of the Filipinos:
• COMMITED – pledge to fulfill a duty
or a performance to do something.
• RESPONSIBLE– dependability,
initiative, persistence, aggressiveness,
self-confidence desire to excel.
• COMPASSION – deep feeling for
another’s sorrow or hardships which
leads the person to help or sympathize
with the one suffering
• GOAL ORIENTED – understands the
purpose of life and work of the group
or organization.
• DIGNITY – worth, self-respect,
quality of character or ability that wins
the respect and high opinion of other.
• RELIABILITY – the quality or state of
being reliable, dependable.
• ORDERLY – the quality of being
organized in some order, pattern or
sequence.
• HOSPITALITY & GENEROSITY –
They’ll make you feel you’re one of
them even you’re just a newbie.
• FAMILY VALUES – Filipinos are
family oriented which translates into
the workplace as well. Treating their
co-workers as an extension of their
families.
• “HIYA” AND “MAHIYAIN” - The
concept of pride or “saving face” is a
big deal in Asian work cultures.
Filipinos are not very confrontational
and value their reputation. •
HARDWORKING - Many workers don’t
mind having to work beyond the
business hours just to finish their
tasks.
An Introduction to Industrial or
Organizational Psychology
Psychology is the scientific study of
the human mind and its functions,
especially those affecting behavior in a
given context.
Industrial and Organizational
Psychology focuses on improving
productivity in the workplace and
creating the best possible working
environment for employees. Their
mission is to identify and apply
techniques that benefit not only
employers, but also employees.
The Industrial Side
The main focus of the industrial is
understanding human behavior in
order to improve organizational
efficiency, employee selection,
employee training and to more
efficiently design jobs (Spector, 2008;
Jex, 2002).
The Organizational Side
The organizational side of the coin is
the inverse of this. The organizational
side focuses on understanding
behavior in order to enhance employee
satisfaction and well-being within the
work place (Spector, 2008; Jex, 2002).
The Two Sides Together
Spector (2008) uses the example of
motivation to explain the dual nature of
subjects studied by industrial and
organizational psychologists, stating
that motivation “is relevant to the
[industrial] concerns of employee
efficiency and performance, but it is
also relevant to the [organizational]
concern with the happiness and well-
being of employees” (p. 5).
I. History and Development of IO
psychology
I-O is a relatively new area of
specialization within the science of
psychology. Harvard Professor Hugo
Munsterberg is to be said one of the
founders of I-O. He began applying
psychological principles to the world of
work in the early 1900s.
During World War I (WWI) Robert
Yerkes (who trained at Harvard under
Munsterberg), convinced the US
government that psychologists could
help with the war effort. Yerkes and a
group of associates, worked on the
selection and placement of US military
personnel. As part of the project,
Yerkes and his colleagues developed
the Army Alpha and Army Beta mental
ability tests, both of which were paper
and pencil instruments. Both tests
could be administered in group
settings, which helped streamline the
testing program. Efforts by the Yerkes
group helped demonstrate the value of
industrial psychology.
During World War II (WWII) Yerkes,
Walter Bingham, and Walter Dill Scott
were called back by the military to
perform functions similar to those they
did during the previous war.
Organizational psychology also proved
its worth in the war effort through work
on topics like organizational dynamics
and morale. Fortunately, much of the
work Yerkes and colleagues
developed during WWII was continued
through the establishment of several
military research laboratories. As a
result of the contributions psychology
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made during the war some private
companies, like Standard Oil and
General Electric, became interested in
how they could benefit from I-O
psychology. This work represents just
a small piece of I-O history.
DEVELOPMENTS
The Society for Industrial
Organizational Psychology (SIOP), the
largest professional organization of I-O
psychologists in the US, polls its
members and puts out a list of the top
10 trends relevant to organizations
each year. Here are the top 10 trends
for 2016, based on responses from
7,000 I-Os:
10. Using Social Media to Make
Employment-Related Decisions.
Companies have been increasingly
using social media, like Facebook and
LinkedIn, to recruit potential
employees and even make hiring and
firing decisions based on content in
profiles.
9. Building Healthy, Diverse
Workforces. I-Os will help
organizations value diversity, build
diverse teams, and train employees to
be more aware of issues related to
diversity in the workplace.
8. Work–Life Balance across
Generations. I-Os will need to help
organizations support individuals from
different generations maintain work-life
balance, despite different preferences
for staying connected, working from
home, and flexible scheduling.
7. Increased Focus on Business Agility
and Flexibility in Work and Business
Processes. With ever changing market
demands and customer needs, I-Os
can be valuable by showing
organizations how to be innovative and
quickly adapt to the evolving
landscape.
6. Increasing Focus on Health and
Wellness in the Workplace. I-Os will
continue to play a role in advising
organizations on which health and
wellness policies and programs to
adopt, while also providing guidance
on how to motivate employees to take
advantage of such opportunities.
5. Employee Engagement. Research
shows employees who are “engaged”
in their jobs (versus just kind of
present) tend to contribute more to the
organizations that employ them.
4. Changing Nature of Performance
Management and Development. They
are also increasingly recognizing the
importance of helping employees
advance their knowledge and skills,
benefiting both the workers themselves
and the organization.
3. Managing Virtual Teams. Issues
concerning how to manage work
teams whose members work from their
homes or other locations has become
increasingly important in recent years.
2. Trends in How Technology Will
Change the Way Work Is Done.
Organizations are becoming
increasingly reliant on technology and
automation that will likely change or
eliminate jobs. I-O psychologists are
working with organizations to help
decrease the uncertainty and
anticipate and lessen the impact that
technology and automation will have
on various kinds of organizations.
1. Making Optimal Use of Big Data to
Make Better Decisions. With new
advances in technology, organizations
are collecting a lot of information that
can help them understand their
customers, competitors, and
employees. I-Os can assist
organizations with understanding what
questions to ask, the proper ways to
analyze big data sets, how to interpret
results, and how to employ
interpretations to best inform important
business decisions.
II. IO psychology as a field of study
and practice
FIELDS OF STUDY AND PRACTICE
AREAS IN INDUSTRIAL AND
ORGANIZATIONAL (I-O)
PSYCHOLOGY
Sub-fields and practice areas in I-O
psychology:
• Organizational psychology
Concerned with work organizations as
systems involving individual
employees and work groups, as well
as structure and dynamics of
organizations.
• Personnel psychology
Focus on utilizing individual differences
in and between employees and
predicting the optimal employee-
organization fit.
• Research methodology
Entails psychological methods of
inquiry to solve research problems.
• Occupational psychological
assessment
Entails the development and utilization
of assessment instruments to obtain
measures of attributes and ior of
employees.
• Career or vocational
psychology/counseling
Studies career development issues
with regard to individuals, employment,
unemployment, career-related issues
in organizations and also non-work
influencing factors.
• Employment relations
Deals with behavioral dynamics,
communication and conflict
management between individuals and
groups of employees, employers and
other parties.
• Employee and organizational well-
being
Aims to facilitate positive psychological
capital or resources in organizations
and employees.
• Ergonomics
Concerned with understanding of
human interaction between employees
and their technical environment.
• Consumer psychology
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Also referred to as Economic and
Market Psychology concerned with
studying psychological aspects of
consumer behavior.
III. The Development of IO psychology
in the Philippines
The Development of IO in the
Philippines
• Other than the academe, IO
psychologists have mainly practiced in
the field of Human Resource
Management (HRM).
Typical Areas of Practice within HRM:
▪ Recruitment and selection
▪ Training and development
▪ Compensation and benefits or
rewards management
▪ Performance management
▪ Labor and employee relations
▪ Organization development
IV. Research in IO psychology
Research in IO Psychology
• I/O psychology relies extensively on
research, quantitative methods, and
testing techniques.
• I/O psychologists
• are trained to use empirical data and
statistics rather than intuition to make
decisions.
Considerations in Conducting
Research
1. Ideas, Hypotheses, and Theories
Ideas
• Decide what to research
• Conducting some form of research to
answer a question will undoubtedly
lead to a better answer than could be
obtained by guess-work alone.
Hypothesis
• An educated prediction about the
answer to a research question.
• It is usually based on a theory,
previous research, or logic.
Theory
• A systematic set of assumptions
regarding the cause and nature of
behavior.
2. Literature Reviews
• Even if your specific question has not
been researched before, the
probability is high that the similar
research has been conducted.
4 TYPES OF PERIODICALS
2.1. Journals - a written collection of
articles describing the methods and
results of new research.
2.2. Bridge Publications - are
designed to “bridge the gap” between
academia and the applied world.
2.3. Trade Magazines – a collection of
articles for those “in the biz”, about
related professional topics, seldom
directly reporting the methods and
results of new research.
2.4. Magazines - an unscientific
collection of articles about a wide
range of topics.
3. Location of the Study
3.1. Laboratory Research
• Usually done at a university, but can
also be conducted in such
organizations (ex. AT&T, the U.S.
Office of Personnel Management, and
Microsoft)
3.2. Field Research
• Research conducted in a natural
setting as opposed to a laboratory or
out in the “field”.
Informed consent
• The formal process by which subjects
give permission to be included in a
study.
Institutional review boards
• A committee designated to ensure
the ethical treatment of research
subjects.
4. The Research Method to be Used
a. Experiments – a type of research
study in which the independent
variable is manipulated by the
experimenter.
2 Characteristics of an Experiment
a.1. Manipulation of one or more
independent variables.
a.2. Random assignment of subjects to
experimental and control conditions.
b. Quasi-experiments – research
method in which the experimenter
either does not manipulate the
independent variable or in which
subjects are not randomly assigned to
conditions.
c. Archival research – research that
involves the use of previously collected
data.
d. Surveys – a method of conducting
research that pertains to asking people
their opinion on some topic.
e. Meta-analyses – is a statistical
method of reaching conclusions based
on previous research.
5. Subject Samples
5.1. Random Sample – a sample in
which every member of the relevant
population had an equal chance of
being chosen to participate in the
study.
5.2. Convenience Sample – a
nonrandom research sample that is
used because it is easily available.
5.3. Random Assignment – the
random, unbiased assignment of
subjects in a research sample to the
various experimental and control
conditions.
6. Statistical Analysis
[Type text]
• After all date have been collected, the
results are statistically analyzed.
• Statistical analysis helps us
determine how confident we are that
our results are real and did not occur
by chance alone.
Research in IO in the Philippines
• Research in IO psychology in the
Philippines is still in its infancy.
• A survey in psychological
publications in 1997 revealed that only
5% of research in the Philippines is
done in IO psychology (Bernardo,
1997)
• Perhaps because of the increasing
students and the number of
universities offering IO programs, the
past decades have been increasing
productivity in IO research.
Some notable books:
• Ricardo Gonzalez’s (1987),
Corporate Culture Modification • Dr.
Amaryllis Tiglao Torres’s (1988), The
Urban Filipino Worker in Industrializing
Society
• Dr. Carmela D. Ortigas’s, Human
Resource Development-The Philippine
Experience: Readings for the
Practitioner (1997)
• Group Process and the Inductive
Method: Theory and Practice in the
Philippines (1999)
Most recent book:
• “The Way We Work: Research and
the Best Practices in the Philippines”
(Hechanova & Franco, 2005)
V. Practice of IO psychology:
Strategies HRM
• Deal with people in the workplace,
such as making hiring recommends
and being involved in pre-employment
testing.
• Human Resource Management vs.
IO Psychology
• Human Resource Professionals focus
in economic and organizational
outcomes.
• IO psychologist focuses on micro
level.
• Focuses on increasing workplace
productivity and related issues such as
physical and mental well-being of the
employees.
• Provide workplace solutions.
VI. Careers in IO psychology
• Deal with people in the workplace,
such as making hiring recommends
and being involved in pre-employment
testing.
• Human Resource Management vs.
IO Psychology
• Human Resource Professionals focus
in economic and organizational
outcomes.
• IO psychologist focuses on micro
level.
• Focuses on increasing workplace
productivity and related issues such as
physical and mental well-being of the
employees.
• Provide workplace solutions.
VII. Practice of IO psychology in the
Philippines
• 49% of HR practitioners have
psychology or behavior science
background.
• HR has been called to step up in a
more strategic role.
• 4 key roles of HR practitioners o
Administrative Expert o Employee
Champion o Change Agent o Strategic
Partner
• HR practitioners in the Philippines are
stronger in roles as administrative
experts and employee champion and
less developed in their roles and
strategic partner and change agent.
Application
I. Quiz 1-3. What are the 3 main
sectors of the industry?
➢ Agriculture ➢ Industry ➢ Service
4. Give 1 characteristic of an
experiment.
➢ Manipulation of one or more
independent variables. ➢ Random
assignment of subjects to
experimental and control conditions
5-6. Give the 2 types of Locus.
➢ Internal ➢ External
7. ____________ is the changes in an
environment of a working place
➢ Changing work landscape
8. Have hard boundaries through
which little information is exchanged
➢ Closed Systems
9. Globalization can ___________
and __________ jobs.
➢ Create and destroy
10. Give 5 Filipino work Values
➢ Committed ➢ Responsible ➢
Compassion ➢ Goal Oriented ➢
Dignity ➢ Reliability ➢ Hospitality
and Generosity ➢ Family Values ➢
“Hiya” & “Mahiyain” ➢ Hardworking
11. A committee designated to ensure
the ethical treatment of research
subjects.
➢ Institutional Review boards
12. Research that involves the use of
previously collected data.
➢ Archival research
13. Prof. Munsterberg began applying
psychological principles to the world of
work in the early ________.
➢ 1900s
14. How do Filipinos feel about the
changes in their workplace?
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➢ Employees feel easy and efficient
➢ Employees feel being supported
➢ Employees feel flexible and
productive.
15-16. Give atleast 2 Filipino
organization scenarios at work place.
➢ “Ang bago ditto ay manlilibre” ➢
“Trabaho lang, walang personalan”
17-20. Give 4 sub fields and practices
in IO psychology. ➢ Organizational
Psychology ➢ Personnel
Psychology ➢Research
Methodology ➢Occupational
Psychological Assesment ➢Career
or Vocational ➢Employment
relations ➢Employee and
organizational well-being ➢
Ergonomics ➢Consumer policy
21-30. Essay: What is IO psychology?
How can you practice it as a student?
GROUP 2
WORK AND CAREERS WORK
FORCEPLANNING AND JOB
ANALYSIS RECRUITMENT,
SELECTION AND SOCIALIZATION
A.MEANING OF WORK
The word “work” refers to general
efforts and activities done to
accomplish a goal. “Work” can be
done both inside an official job and
outside a job.
B. SOURCES OF MEANING OF
WORK
1. Unpredictability
This refers to changeability of work.
2. Workplace Environment
This includes not only the physical
environment but also other factors
such as one’s coworkers.
3. Deadlines
Time when a work must be
successfully done.
4. Safety of Others
Welfare of others may be a worker’s
responsibility and accountability.
5. Length of Workday
The average hours a worker spent
getting a job done in a workplace.
C. MECHANISM OF MEANING OF
WORK: HOW DOES WORK BECOME
MEANINGFUL?
1. My work helps me help my family
We don’t have to make a huge impact
on thousands of people to be doing
work of meaning. Putting food on the
table, or helping your children achieve
their educational dreams, or helping to
pay for medical treatment that’s
desperately needed, or taking a family
vacation that builds beautiful lasting
memories, etc. – these are all ways
that your work – and the money you
earn – is meaningful to you and your
family.
2. My work allows me to use my
talents
Using your innate talents and skills in
your work is another way to derive
meaning. Your unique perspective,
experience and capabilities have been
fused together in a completely special
and powerful way that makes you
extremely valuable in the workplace
and to others. Embrace and use those
talents fully.
3. My work supports something
bigger
As my friend above who worked with
blood analyzers mentioned, she knew
it helped people in the end. Many
people’s roles are narrowly defined
and/or focused on one key task only.
But each task that we engage in has a
ripple effect that supports a larger
picture. Just because your focus may
be narrow doesn’t mean you are not
contributing to something much bigger
that makes a difference in the world.
4. My work lets me be me
As Maria Nemeth shares in her great
book, The Energy of Money, “We are
all happiest when we are
demonstrating in physical reality what
we know to be true about ourselves,
when we are giving form to our life’s
intentions in a way that contributes to
others.”
When you can be who you really are,
leverage your unique talents and skills,
and use those talents in activities that
are enjoyable and, in some way,
support a cause or outcome that you
care about, then there is true meaning
in your work. Don’t doubt it.
D. THE FIVE C’S OF MEANING OF
WORK
1. Contribution
This refers to what a person does in
the workplace and how they view it.
2. Conviction
A person’s ability to stay motivated.
3. Culture
This refers to how well a person fits
within the dynamics of the workplace.
4. Commitment
A person’s general level of
engagement with their work.
5. Confidence
A person’s level of self-believe and
how well they identify with their job.
E. CAREER THEORIES
Super’s Career Theory
Donald Super’s (1953) life span
developmental theory includes five
major stages. The first, growth, occurs
from birth to ages 14 or 15 and is
characterized by the development of
attitudes, interests, needs, and
aptitudes associated with self-concept.
During the exploratory stage (ages 15
through 24), occupational choices are
narrowed, and the establishment stage
(ages 25 through 44), is characterized
by work experience. From ages 45 to
[Type text]
65 the person experiences a continual
adjustment process to improve the
working situation. Finally, during the
decline phase (ages 65 and over)
there is reduced work output and
eventual retirement. Super’s theory
has been expanded and reined over
the years. Super’s (1996) theory has
increasingly been viewed as the most
comprehensive of the developmental
approaches.
Holland’s Career Theory
The theory that has generated the
most research and has the most
influence on the career practice of
psychologists and counselors is the
work of John Holland. According to
Holland (1985), the choice of a career
is an extension of one’s personality
into the world of work. Individuals
choose careers that satisfy their
preferred personal orientations.
Holland developed six modal personal
styles and six matching work
environments: realistic, investigative,
artistic, social, enterprising, and
conventional. Holland and his
colleagues have developed a number
of instruments (e.g., the SelfDirected
Search) designed to assist in
identifying individual personality traits
and matching those traits to
occupational groups. Holland’s theory
assesses each individual in terms of
two or three most prominent
personality types and matching each
type with the environmental aspects of
potential careers. It is predicted that
the better the match, the better the
congruence, satisfaction, and
persistence (Holland, 1985).
Krumboltz’s Career Theory
Krumboltz’s (1979) theory of career
development is grounded in social
learning theory and in classical
behaviorism. It also incorporates the
more recent ideas from selfefficacy
theory (Bandura, 1977) and cognitive-
behavioral theory (Beck, 1976; Ellis,
1970). This theory incorporates many
factors, each of which has a different
impact on the person in his or her
career decision making. First, genetic
endowment may expand or limit
options for each individual. Second,
career decisions are influenced by
environmental conditions and events
beyond a person’s control such as
cultural norms and economy. The third
factor is individual learning, which can
occur both instrumentally and
associatively. Finally, Krumboltz
highlights the importance of what he
calls self-observation generalizations.
Krumboltz sees career development as
unique for the individual and believes
that most of the influences on career
development and career choice (e.g.,
interests. self-concept) are capable of
being altered at any point in life.
F. CAREER MANAGEMENT IN
ORGANIZATION: THE PHILIPPINE
SCENARIOS
Career Management
• plays an important role in engaging
and retraining employees • a process
for enabling employees to better
understand and develop their career
skills and interests most effectively
both within the company and after they
leave the firm.
Psychological Contract
• One implication is that what
employers and employees expect from
each other is changing.
• This is an “unwritten agreement that
exists between employers and
employees”
Career Management Process
1. Self-Awareness
2. Career Development / Career
Exploration
3. Life-long Learning
4. Networking
Career Management Roles
• the employee who must shoulder
responsibility for his or her own career;
assess interests, skills, and values;
seek out career information resources;
and generally, take those steps that
must be taken to ensure a happy and
fulfilling career.
• the manager should provide timely
and objective performance feedback,
offer developmental assignments and
support, and have career development
discussions with the employee.
• employer should provide career-
oriented training, development, and
promotional opportunities, offer career
information and career programs, and
give employees a variety of career
options.
Philippine Scenario
• Training and Developmental Effort
• Organizational Potential
Assessment
• Team Building
G. CHANGING NATURE OF WORK
Framework for Analyzing the
Changing Nature of Work
To better describe and track the nature
of work, and possibly to gain greater
control over how people work, it is first
necessary to understand and consider
the full range of forces that shape work
and how these forces are changing.
When people speak of "the nature of
work," they usually refer to one or
more of four tightly related aspects of a
society's primary mode of production.
• The first is what people do for a
living, the occupations or primary lines
of work that characterize a society at a
particular point in time.
• Second is the content of work or how
people do what they do: the
techniques, technologies, and skills
they employ.
• Third are the organizational, social,
and institutional contexts in which work
takes place.
• Finally, the nature of work
encompasses the way work affects
and relates to other aspects of daily
life—the standards of living it produces
for workers and their families, its
relationship to community life, its
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effects on one's selfesteem and social
status, etc.
Framework for conceptualizing the
changing nature of work and
occupational analysis.
Figure 1.1 seeks to understand these
different aspects of work by first
examining the key external factors
affecting work and how it is changing.
• One of the most widely recognized
forces shaping work is technology.
New occupations such as automobile
mechanics and electricians were born,
and existing occupations such as
clerical work became increasingly
mechanized and differentiated into
such subspecialties as typist and filing
clerk. The context of work was also
irrevocably transformed by the advent
of large corporations and urbanization
that, in turn, created the milieu for
unionization.
• The changing demography of the
workforce, in the labor Market;
increasing racial and ethnic diversity,
including a declining majority of white
workers; an increasing number of dual-
career families; increasing levels of
educational attainment; and the aging
of the workforce.
• Globalizing product markets creates
greater and more uncertain
competitive pressures, larger labor
markets, and the tendency toward
specialization in an international
division of labor.
• A full treatment of the effects of the
laws and regulations governing work
and employment lies well beyond the
scope of this analysis. Although we
recognize that legal structures and
their enforcement play important roles
in the workplace, we diagram these
forces outside of the dotted line in
Figure 1.1 to signify that we will not
deal with them specifically in our
analysis. Indeed, we do so because it
is our judgment that changes in law
should be informed by analysis of
changes in how work is being
performed. Thus, this report may be a
useful input to some future analysis of
the implications of changes at work for
public policies regulating work and
employment.
II. WORK FORCE PLANNING AND
JOB ANALYSIS DESIGN
A. JOB ANALYSIS
A Job can be described as a group of
tasks which is assigned to the
individual employees for ensuring
achievement of the organizational
goals. When this job is analyzed in
terms of determination of the skills,
duties and knowledge required for
completion of tasks, it is regarded as
Job analysis.
Job Analysis involves gathering
information and analysis of information
of crucial information about a job. Job
analysis can be described as the
foundation of human resource
management because it the basis for
so many HR programmatic activities.
The Job Analysis Process
1. Determine the purpose for
conducting job analysis
The purpose should be clearly linked
to organizational success and the
organizational strategic plan. A
frequent reason for conducting job
analysis projects is that jobs are much
more dynamic than ever before.
2. Identify the jobs to be analyzed
After the purpose is identified, it
provides some indication as to which
jobs should be included in the job
analysis. Often, however, time and
resource constraints limit the total
number of jobs that can be included in
the process.
3. Review relevant background data
A review of current job descriptions
and organizational charts provides
basic information with which to begin
the project. Analysis of workflow
assists in understanding the
responsibilities of the job and how it fits
into the total work process.
4. Plan and execute the job analysis
project
The appropriate data-gathering
methodologies must be determined
and an action plan developed as to
project activities and milestones.
5. Write the job description and job
specifications
After the data are collected and
analyzed, they must be turned into the
written work outputs, job descriptions,
and job specifications. Before these
documents are finalized, they should
be reviewed with a representative
sample of both the affected employees
and their managers.
6. Periodic review
Many organizations use a revolving
process, reviewing a portion of the
organization each year so that the
entire organization is reviewed in a
cycle—usually three, four, or five
years. During the review, managers in
that portion of the organization under
review are required to verify the
accuracy of the job descriptions and
job specifications.
Job Analysis Information
Requirements
The job analysis process requires the
collection of sufficient information to
fully understand the job, its functions,
and how it fits in both the workflow and
organizational structure of the
organization to produce the job
description and job specifications. The
following information is representative
of the types of data collected during
the job analysis process:
• Worker Activities
• Machine, tools and equipment
• Job-related tangible and
intangibles
• Performance standards
• Job Context
• Human requirements
Data Collection Methods
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Information regarding the tasks
performed and the human
characteristics needed to successfully
perform them can be gathered in many
ways. The most common are as
follows:
• Observation
The observer watches the individual
that is performing the job and takes
notes as to what is occurring. Some
types of observation methods are time
and motion studies, work sampling,
critical incidents and employee logs.
• Interviews
The job analyst can interview the
employee inquiring as exactly what
activities are engaged and what
knowledge, skills, and abilities are
required.
• Questionnaires and checklists
Surveys can be developed and given
to a large number of employees. This
is an efficient way of gathering data
when a large number of individuals
occupy the same job and when the
employees are widely dispersed
geographically.
• Computer-based systems
A huge number of computer-based job
analysis systems can be obtained from
a variety of vendors.
• Multiple methods
This often provides a deeper
understanding of the job and more
defensible job description and job
specifications should either be an
issue in a complaint process being
heard before a third party.
B. JOB DESCRIPTION
A broad, general, and written
statement of a specific job, based on
the findings of a job analysis.
C. JOB DESIGN
Definition
The Job Design means outlining the
task, duties, responsibilities,
qualifications, methods and
relationships required to perform the
given set of a job. In other words, job
design encompasses the components
of the task and the interaction pattern
among the employees, with the intent
to satisfy both the organizational needs
and the social needs of the jobholder.
The objective of a job design is to
arrange the work in such a manner so
as to reduce the boredom and
dissatisfaction among the employees,
arising due to the repetitive nature of
the task.
There are several important methods
and techniques that the management
uses while designing the jobs. These
are:
Job Simplification- means breaking
the job into relatively easier sub-parts
with the intention to enhance the
individual’s productivity by minimizing
the physical and mental efforts
required to perform a complex job.
Job Rotation- is the management
technique wherein an employee is
shifted from one job role to the other,
with the purpose of familiarizing him
with all the verticals of an organization.
Job Enrichment- is the job design
technique used to increase the
satisfaction among the employees by
delegating higher authority and
responsibility to them and thereby
enabling them to use their abilities to
the fullest.
Job Enlargement- refers to the
horizontal expansion of jobs wherein
more and more activities, and tasks
are added to the existing job scope at
the same level in the organization.
While designing the job, the following
aspects are to be taken into the
consideration:
1. The foremost requirement for a job
design is to define clearly the task an
individual is supposed to perform. A
task is the piece of work assigned to
the individual and who has to perform
it within the given time limits.
2.The management must decide on
the level of motivation that is required
to be enforced on an individual to get
the work completed successfully.
Thus, the managers must design the
jobs that motivate his employees.
3.The managers must decide critically
on the amount of resources that needs
to be allocated to perform a particular
type of a job. Thus, the efforts should
be made to make an optimum
utilization of organizational resources
while designing the job so that the
organization does not suffer any
dilemma due to the shortage of its
resources.
4.When the jobs are assigned to the
individual, he agrees to do it because
of the rewards attached to it. Thus, the
manager must include in the job
design the compensation, bonuses,
incentives, benefits and other
remuneration method for the
employees.
Thus, the job should be designed with
the intent to find a fit between the job
and its performer, such that the job is
performed efficiently, and the
performer experiences satisfaction
while performing it and give his best
efforts towards its completion.
III. RECRUITMENT, SELECTION AND
SOCIALIZATION
A. ATTRACTION-SELECTION-
ATTRITION FRAMEWORK
The attraction-selection-attrition
(ASA) model introduced by Benjamin
Schneider is a psychological theory
that describes why organizations look
and feel the way they do. It is a
person-based model for understanding
the etiology of organizational behavior
by considering person effects as the
causes of structures, processes, and
technology of organizations.
Attraction: Individual’s preferences
for certain organizations are based on
an inherent estimate of similarity with
their personal characteristics.
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Selection: The second step of the
model refers to the recruitment and
hiring periods for companies.
Attrition: The third step of the model
concludes that over time people who
do not continue to fit within the
organization will leave.
B. WHAT MAKES ORGANIZATION
ATTRACTIVE
• Treat employees with respect
• Adopt greater flexibility
• Ensure appreciation of good work
• Instill a culture of teaching over
reproaching
• Embrace diversity
• Encourage cooperation over
competition
• Involve Employees in CSR
Initiatives
• Outline job descriptions and
explain to employees the
requirements to move up in the
company.
• Devise benefits and salary
packages that meet or exceed
industry standards.
• Create an employee
communication
• Assess your company’s culture.
• Empower your employees
• Meet with employees regularly and
discuss company happenings and
employee performance.
• Deal with problems immediately.
C. WHAT FILIPINOS LOOK FOR IN A
JOB?
• Job Security
• Wide Opportunities for Career
Development
• Superior Perks and Benefits
• Training Opportunities
• Excellent Management
D. RECRUITMENT
Recruitment or Hiring is the process
of searching and attracting the right
candidates for hiring them for vacant
jobs in an organization. There are two
sources of recruitment, internal
sources and external sources.
Recruitment refers to the process of
searching for potential employees and
influencing them to work for their
organization.
The purpose of the recruitment
process is to find talented and qualified
individuals for the growth and
development of their organization. It is
part of the human resource
management (HRM) department.
E. EMPLOYEES TRAINING
Definition: implies enhancing the skills
and knowledge of the employees for
performing a specific job. Training tries
to improve employees’ performance in
current job and prepares them for
future job. The crucial consequence of
training is learning.
Steps in Employee Training
Program
1. Identifying the training needs
2. Prepare the trainer
3. Prepare the trainee
4. Explain and demonstrate the
operations
5. Follow up and feedback
Let us go through various training
methods at the workplace:
Induction Training - is often given to
new employees to make them feel a
part of the organization.
Refresher Training - are designed for
existing employees to refresh them
and also help them acquire new skills
and technologies to keep pace with the
changing times.
On the Job Trainings - are given to
employees at the workplace itself by
their superiors and Bosses.
On the Job trainings are imparted
by any of the following methods:
a. Coaching - is also defined as
learning by doing and handling various
ongoing projects. In this method of
training, team manager assigns certain
job responsibilities to team members,
monitors their performance, points out
their mistakes, provides them
feedbacks and also suggestions for
improvement.
b. Job Rotation - In this type of
training, employees move from one
position to another, thus acquiring new
skills and learnings. Job rotation
acquaints individuals with newer roles
and challenges and makes them
capable of performing any type of task.
Off the job Training - are given
outside the workplace.
Off the job trainings can be
provided by any of the following
methods:
a. Seminars/Conferences - Seminars
and conferences are effective when
training needs to be given to a larger
audience. Relevant information, latest
developments, new technologies and
case studies are discussed on a
common platform to acquaint
employees with new skill sets.
b. Simulation Exercise - Simulation
exercises train the employees in an
artificial environment which closely
resembles the employee’s actual
working conditions.
c. Vestibule Trainings - In vestibule
trainings, employees practice work on
the instrument/equipment which they
would be using in future when they
would be actually working.
F. EMPLOYEE SELECTION
Employee Selection is the process of
putting right men on right job. It is a
procedure of matching organizational
requirements with the skills and
qualifications of people.
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G. EMPLOYMENT SELECTION
DECISION
Employment Selection Process
1. Initial Candidate Screening – It is
also called preliminary screening.
Human resources will usually conduct
the screening interview over the
telephone to help narrow the field of
candidates. A telephone interview also
helps a company determine if the
candidate has the necessary
qualifications to warrant flying him in
for an interview. It is used to eliminate
those candidates who do not meet the
minimum eligibility criteria laid down by
the organization. The skills, academic
and family background, competencies
and interests of the candidate are
examined during preliminary interview.
Preliminary interviews are less
formalized and planned than the final
interviews.
2. Written Test – Various written tests
conducted during selection procedure
are aptitude test, intelligence test,
reasoning test, personality test, etc.
These tests are used to objectively
assess the potential candidate. They
should not be biased.
3. Face to face interview – In this
step, companies have different
approach in this matter. Some
companies prefer to have all-day
interviewing sessions, where job
candidates meet with a different
person each hour. During this time,
companies may have the candidates
meet with human resources, the hiring
manager and other employees.
Another option is having candidates
meet with key personnel one day, then
inviting them back for second to meet
with some executives.
4. Medical and Drug Examination –
Medical tests are conducted to ensure
physical fitness of the potential
employee. Before a candidate is
actually hired, many companies
require a drug test. Typically,
candidates notify the tester of any
prescription drugs he is taking,
because these will show up in the
results. If he tests positively for any
other drugs, it could jeopardize his
being hired.
Factors in Making Employment
Decisions
1. Through past experience – in this
factor it will indicate if a candidate was
hardworking, highly motivated, and
team oriented in his last job, the same
is likely to hold true in the new job.
Similarly, the candidate who
consistently lacked enthusiasm and
drive in his last position isn’t likely to
turn things around in his next one.
2. Through interview impressions –
information picks up during an
interview almost always carry a great
deal of weight in hiring decisions —
and understandably. Managers
naturally place more trust in what they
actually see and hear than in
information from third-party sources.
Mostly during an interview, you will
already acknowledge if the candidate
is well deserved on the position hiring
for.
3. Test results – test results are
quantifiable. In most tests, results
aren’t subject to personal
interpretation. With a large enough
sample, you can compare test scores
to job performance ratings and,
eventually, use test scores as a
predictor of future performance.
4. First hand observation – watching
candidates actually perform some of
the tasks for which you’re considering
hiring them is clearly the most reliable
way to judge their competence. That’s
why more and more companies these
days start out an applicant as a
contingent, or temporary, worker, with
the idea that, if the person works out,
he may eventually become a full-time
employee.
H. ORGANIZATIONAL
SOCIALIZATION
Definition
Organizational socialization is the
process by which people learn about,
adjust to, and change the knowledge,
skills, attitudes, expectations, and
behaviors needed for a new or
changing organizational role. Thus,
organizational socialization focuses on
organizational membership, which
includes how people move from being
outsiders to being insiders and how
people move between organizational
roles within and across organizations
over time. Organizational Socialization
also occurs for functional and
hierarchical transitions, such as lateral
moves, promotions, and international
transfers.
Three Stages of Organizational
Socialization
1. Pre-Arrival Stage / Anticipatory
Socialization: Happens before joining
or the first day in the organization. It is
seen here the first glimpse of the
organization’s culture. The stage of
developing expectations towards the
organization. This stage is learning
about the organization.
2. Encounter Stage: At this stage,
perceptions earlier generated by an
individual. the newcomer learns the
organizational tasks associated with
the job, clarifies roles, and establishes
relationships at work, is known as
encounter.
3. Metamorphosis Stage / Change
and Acquisition: At this final stage of
socialization, employees understand
the organization and identify
themselves with it. Employees develop
a sense of belongingness and become
contributors to achieving organizational
goals and objectives.
QUIZ
1-3) Give three factors that affects in
making employment decisions
Answers: (only 3)
• Through past experience
• Through interview impressions
• Test results
• First hand observation
4) It is a process by which people learn
about, adjust to, and change the
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knowledge, skills, attitudes,
expectations, and behaviors needed
for a new or changing organizational
role.
Answer: Organizational Socialization
5) This theory discusses life stages
and has increasingly been viewed as
the most comprehensive of the
developmental approaches.
Answer: Super’s Career Theory
6) Give one factor included in
Krumboltz’s career theory. Answer:
(only one)
• Genetic Endowment
• Environmental Conditions and
Events
• Individual Learning
• Self-Observation Generalizations
7) It is the systematic process of
gathering information regarding the
duties required of a job and the human
characteristics necessary to
successfully perform those duties.
Answer: Job Analysis
8-12) Give five key external factor
affecting work.
Answers:
• Technology
• Demography of the workforce
• Globalizing product market
• Laws and regulations
• Organizational restructuring
• Occupational Analysis
• Content of work
13) It means outlining the task, duties,
responsibilities, qualifications, methods
and relationships required to perform
the given set of a job.
Answer: Job design
14) It means breaking the job into
relatively easier sub-parts.
Answer: Job simplification
15) An unwritten agreement between
the employers and employees
Answer: Psychological Contract
16-19) Career Management Process
Answers:
• Self-esteem Awareness
• Career Development / Career
Exploration,
• Lifelong learning,
• Networking
20-22) Roles in Career Management
Answers: Employer's Role,
Employee's Role, Manager's Role
23-25) Career Management: Philippine
Scenario
Answers: Team Building, Training
and Development, Organizational
Potential Assessment
26) Implies enhancing the skills and
knowledge of the employees for
performing a specific job.
Answer: Employee Training
27) It is a procedure of matching
organizational requirements with the
skills and qualifications of people.
Answer: Employee Selection
28-30) Give 3 steps in employee
training program
Answers: (only 3)
• Identifying the training needs
• Prepare the trainer
• Prepare the trainee
• Explain and demonstrate the
operations
• Follow up and feedback
GROUP 3
A. LEARNING AND DEVELOPMENT
a. What is learning?
Learning, according to Argyris (1976),
is defined as "the detection and
correction of errors, and error as any
feature of knowledge or of knowing
that makes action ineffective In this
definition, learning comes from being
able to detect an error (or a mismatch)
and being able to correct those errors.
This detection may come from an
internal trigger such as question or
insight or from an external trigger such
as a change in the environment (Ang
and Joseph 1996). Learning is an
interactive, constructive, and
transformative process. It takes place
when an individual makes sense of his
or her experiences, derives meaning
from such sense- making, and
changes himself or herself in the
process (MacKeracher 2007). Learning
also occurs both at a conceptual and
operational level. It involves the
process of acquiring knowledge, skill,
or both, and is manifested through
behaviors. It is not simply about what
information people acquire, but also
about how they understand process,
and apply this information that makes
something "learned" (Starkey,
Tempest and McKinlay 2004).
b. How do adults learn?
However, learning is dependent on the
individual, and sometimes what a
person learns is not exactly what
others have set out to teach. Learning
will only happen under the right
conditions.
i. Experiential Learning Theory
Individuals go through a cycle of
learning where they experience an
external stimuli, observe and reflect on
what they have encountered, come up
with generalizations to form new
knowledge, and then apply the new
knowledge. Ideally, this new
knowledge brings about a behavioral
change, which then results in another
concrete experience (Starkey et al
2004, Ortigas 2008).
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ii. Andragogy
Andragogy, also known as adult
learning theory, was proposed by
Malcom Shepard Knowles in 1968. It
refers to the art and science of
teaching adults (Ozuah 2005, Forrest
and Peterson 2006). This learning
approach emphasizes the value of the
individuals' experiences and
independence in the learning process
and focuses on the application of
knowledge in real life.
ASSUMPTIONS:
i. Learner's self-concept and self-
directedness As a person matures
from a child to an adult, their
selfconcept also matures. They move
from being dependent on others to
being self-driven and independent. In
other words, maturity leads to growing
independence and autonomy.
Whereas children are fully dependent
on others for learning and
understanding, adults learn and
understand independently. Adult
learners are intrinsically motivated to
learn and independently responsible
for what they learn (Ozuah 2005,
Forrest and Peterson 2006). This type
of learning suggests that adult learners
have an awareness of themselves and
know their needs in relation to their
identities and roles. It means that they
take the initiative to seek out new
things to learn because they are
curious about it and not because
someone required them to learn.
ii. Learner's experience Adult learners
bring a wealth of prior experiences that
are considered the richest resource for
learning: thus, tapping these
experiences is critical in the learning
process. This increasing experience
becomes a deepening resource for
their learning. Children, on the other
hand, have very little experience and
must rely on the experience of others
to learn. In other words, as children
mature into adults and gain more
experience, certain things become
intuitive. Their experience allows them
to intuit things that they never would
have understood previously.
iii. Learners' readiness to learn
Readiness is dependent on whether
adult learners perceive the learning
topic to be relevant and useful for them
in real life. As an adult moves into
various social roles (employee, parent,
spouse, citizen, etc.), their readiness to
learn becomes oriented toward those
roles. Consider how this plays out in
life. As an adult moves into the
workforce, they must orient their
learning toward the skills necessary for
their job. As they become a parent,
they suddenly must learn all that's
involved in taking care of children. New
roles require new knowledge.
iv. Learning orientation Adult learners
enter the learning process with a
problem-centered, peformance-
centered, or task-centered paradigm.
In other words, as a person matures,
their application of learning becomes
immediate and more problem-
centered. Adults encounter problems,
learn how to solve those problems,
and then immediately apply their
knowledge to those problems.
v. Internal Motivation Adults are
motivated to learn internally. They
want to grow in self-development.
They desire to move up the career
ladder and need to acquire new skills.
They find themselves facing an
unfamiliar problem and need to find a
solution. Instead of having education
forced on them, adults actually pursue
education.
iii. Pedagogy
Is an approach which refers to
teaching children and is generally
associated with dependent learners
and subject-centered learning.
c. Learning Styles
Learning styles describe how
individuals learn and like to learn.
These are learning characteristics that
include cognitive, affective, and
environmental elements, and can
reflect an individual's genetics,
personality, motivation, and
environmental adaptation (Keefe
1998). Each learner learns differently
and an individual's learning style is
determined by how the individual
perceives and processes information,
and how they subjectively interpret the
learning elements and situation.
Richard Felder and Linda Silverman's
Index of Learning Styles categorized
individuals according to their
perception, processing, and
understanding of information.
Richard Felder and Linda
Silverman's Index of Learning
Styles
I. In terms of how individuals perceive
information a. Sensory or Intuitive
learners. Sensory learners prefer facts
and concrete data, whereas intuitive
learners have a tendency toward
theories and principles. b. Visually or
Verbally Visual learners learn better
when presented with visual data,
whereas verbal learners learn more
effectively when given written or
auditory material. II. When processing
information
a. Active or Reflective
Active learners prefer to try things out
and work with others, whereas
reflective learners learn by
introspection and thinking things
through. III. In terms of Understanding
Information a. Sequential Learner
Sequential learners are more linear,
and therefore learn best when there is
a steady progression of complexity.
b. Global Learners
Global Learners are more holistic and
use systems thinking and therefore,
learn best when presented with the
bigger picture first (Villaverde, Godoy,
and Amandi 2006).
David Kolb's Experiential Learning
Theory (1976)
Anchored on the experiential learing
theory. David Kolb's (1976) model
identified four learning styles namely:
Divergers, Convergers, Assimilators,
and Accommodators.
I. Divergent Leaners are individuals
who learn through reflection. These
learners perform best when given the
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opportunity to think about the topic
such as situations involving idea
generation and brain- storming.
II. Convergent Learners are the
pragmatic learners. They do well with
problemsolving and decision-making
work, and their strengths lie in the
practical application of ideas.
III. Assimilative Learners are more
theory-based. These learners are more
comfortable with abstract concepts and
learn best through logic and reasoning.
IV. Accommodative Learners are the
active learners, they enjoy learning
through activities like simulations and
case studies. They prefer to learn by
doing things and through new
experiences (Kolb and Kolb 2005,
Tenant 2006).
d. Learning Methods
The diversity in learning styles
suggests the need to utilize learning
methods that are appropriate to an
individual employee's learning styles,
learning needs, and the concepts or
topics to be learned.
I. Classroom Training refers to the
traditional method of learning that is
often associated with being lecture-
based, face-to-face, and instructor or
facilitator (Withers, Freeman and Kim
2012). The advantages of this
traditional mode of learning include the
extensive opportunity for discussion
and interaction, greater control over
the Participants’ course completion,
easier course design, and wide
acceptance as a method for training.
Some disadvantages include the
probability of passive participation,
limited control on the relevance of
content presented, and limited time for
presentation (Withers, Freeman and
Kim 2012).
II. Lecture/ Lecturettes involve
focused content being presented to
participants in an orderly and
structured manner. It intends to
provide an explanation of a principle,
concept, model or research that is
relevant to the participants’ learning
objectives. The main purpose of the
lecture method is to deliver knowledge
and enlighten the intended audience.
Lecturettes mostly aim to help
participants make connections
between their experiences and the
content being delivered. Lectures are
more in-depth and detailed, whereas
lecturettes are more simplified in
content, and encourage more rapport
between the facilitator and participants
(Pfeiffer Library 1998).
III. Structured Learning Experiences
use the principles of group dynamics,
and applies the inductive learning
approach in order to provide
participants with a "structured
experience” from which to learn.
Learning occurs as the participant
undergo the experiential learning
cycle. This involves the participants
doing any activity to trigger their
“experience”. This “experience” is then
processed to gather their insights,
learning and inputs on its relevance to
the workplace (Ortigas 2008). The
“experience” can be any of, but not
limited to the following activities:
i. Small Group Discussions
Participants form groups composed of
six to ten members, and share their
thoughts on a specific topic or issue.
ii. Case Studies Participants are given
a detailed write-up of a problem or
situation, hereby, referred to as a
“case”. Participants then analyze the
case, and provide their insights and
recommendations or produce an
output or action plan based on the
case.
iii. Role Plays Participants re-enact
hypothetical scenarios or situations
that they have previously experienced.
Through the role play, participants can
re-examine their past actions and
reactions or experiment with new
behaviors.
iv. Games Participants compete with
others as individuals or teams through
simulated and structured scenarios in
order to achieve particular goals.
IV. Professional Conference is a
scheduled, large and formal meeting of
people from a particular profession or
expertise. Conferences often involve
keynote presentations and sessions to
discuss the concerns, issues, and
developments relating to the
profession. It may also involve
workshops to develop the participants’
competencies (Anderson and
Anderson 2010). The advantage of
attending conferences is that given the
large number of participants,
individuals have a greater opportunity
to share skills and knowledge, evoke
new insights and fresh ideas, and
network with other professionals.
However, learning from conferences
may not be as in-depth compared to
other approaches, unless there is a
structure in place to maximize the
participants’ experience. Organizations
can do this by having their employees
submit a report, echo, and/or share
their insights and learning from the
conferences attended (Rothwell and
Kazanas 2003).
V. Computer-based training (CBT) is
defined as an interactive computer-
based program designed for self-
paced learning. CBT is often delivered
via CD-ROM or the internet. This
method relies on the elements of
learning control, pre-de- signed
materials, and required responses
(Bedwell and Salas 2011). CBT
interactions are commonly anchored
on game-based activities or
simulations, but may also include
tutorials, practice exercises, case
studies, etc. (Rand 1996) The
advantages of using computer-based
training include consistent learning
content, easy accessibility, and
reduced training time and cost.
However, the use of computer-based
training also comes with its
disadvantages such as the lack of
human interaction, challenges in
updating content, difficulties with
computer literacy, technical support
issues, and insuf- ficient resources
(Petty, Lim, and Zulauf 2007, Everly
2011). In addition, the nature of
computer-based training as self-paced
learning can be both an advantage and
disadvantage. Because it is self-paced,
learners can choose to complete the
training over an extended period of
time or in one sitting depending on
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their availability or where they are on
the learning curve. However, self-
paced learning also requires strong
self -mo- tivation on the part of the
learner—without which, increases the
likelihood of not completing the training
program (Withers, Freeman and Kim
2012).
VI. In today’s society, Online Learning
has been associated with the use of
electronic materials that uses varied
levels of software application
sophistication. Online learning is the
act of learning online and making use
of electronically networked technology
as a medium to connect the learners to
the content. The advantage of using
the online learning method is
practicality, convenience, and cost
efficiency. With the rapid changes in
the environment, online learning
provides a fast and cost effective
method. It allows for standardized
delivery of information and concepts at
a relatively shorter period of time,
regardless of territorial borders. With
its anywhere-anytime claim,
participants may access the program
virtually at their convenience (Aydin
and Tasci 2005, Shank 2004, Minton
2000).
VII. Mobile learning is described as
the use of handheld devices such
mobile phones, smartphones, media
players, and game consoles, together
with wireless to facilitate, enhance, and
extend the reach of learning. It can
take place anywhere at any time
(Hashemi, Azizinezhad, Najafi, and
Nesari 2011). Mobile learning is
advantageous mainly because of its
portability and ease of access. Mobile
devices are also generally less
expensive. On the other hand, mobile
learning is also subject to certain
limitations in comparison to other
technology-assisted learning tools.
Some limitations include restricted
storage capacities and message
length, low audio-visual quality,
uncommon operating systems and
platforms, and the relative smallness of
the screens. Other challenges include
limited opportunities for social
interaction and nonverbal
communications (Hashemi,
Azizinezhad, Najafi, and Nesari 2011,
Chinnery 2006).
VIII. Assessment Individuals also
learn based on feedback given to’
them about their behavior. Through
different assessment methods and
tools, information about an individual’s
behavior, communication, values or
skills is collected, areas for further
development are identified based on
the collected information, and these
are eventually reflected back to the
individual. Some common assessment
tools and methods include:
i. Assessment Center is an
assessment center involves multiple
trained observers making judgments
about an individual's behavior based
on how they perform in specifically
developed assessment simulations.
The judgments made are discussed in
a meeting among the assessors to
produce a standard evaluation of the
individual's behavior (Thornton and
Byham 1982).
ii. Psychological tests include
intelligence tests, personality tests,
and interest or preference tests that
help measure an individual's
tendencies or predispositions (Toplis,
Dulewicz and Fletcher 2004).
iii. Performance appraisal is a
process by which an individual's
performance is evaluated vis-a-vis a
standard set of criteria (Grote 1996).
iv. Benchmarking Benchmarking
involves comparing an individual's
characteristics or behavior to an ideal,
exemplar, or standard (Elliot and
Folsom 2013). The advantage of using
assessment methods and tools is that
the learning ‘objectives and learning
points for each individual can be
accurately identified, and made more
targeted because of the availability of
objective data. However, the use of
assessment methods can also be time-
consuming and costly.
IX. Job Experiences - Individuals
largely learn from their on-the-job
experiences. According to the 70-20-
10 model by Morgan McCall, Michael
M. Lombardo and Robert A. Eichinger,
70 percent of learning come from<job-
related experiences, 20 percent from
interactions with others, and 10
percent from formal education or
training (Lombardo and Eichinger
2006). The advantage of learning
through job experiences is that
individuals are able to build their
capabilities, while simultaneously
performing their jobs, and this
minimizes the need for them to be
away from their work to learn.
However, to maximize learning,
organizations need to make sure that
the job experiences are carefully
planned and that the employee's
progress and learning is monitored.
Also, long-term job transfers or project
assignments will also require a big
commitment from organizations to free
up key individuals.
X. Blended learning is a combination
of different learning methods to
achieve the learning objectives.
Dimensions of blended learning
include combinations of self-paced and
live, collaborative learning, which
consists of learning through self-study
and knowledge sharing with other
learners; a mixture of structured and
unstructured learning, whereby
learning is captured from informal day-
to-day activities (for example,
meetings) and made available to
learners through knowledge
repositories; a blend of custom content
and off-the-shelf content, which means
generic concepts and theories are
transformed into relevant and
customized information that responds
to the specific organization's and indi-
vidual's needs; and a combination of
learning, practice, and performance
support which involves supplementing
training programs with opportunities for
application in the work- place (Singh
2003).
e. Strategic Learning and
Development
As important as it is for individuals to
continually lean and develop
themselves in order to remain valuable
and relevant resources for the
organization, it is equally vital that
organizations also continue to grow
and evolve in order to survive in an
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ever-changing environment. First and
foremost, an organization must
determine its directions and what it
needs to effectively support its
direction. This is followed by an
analysis of the gaps between the
organization's current and desired
performance.
Evaluation can occur at different
levels.
Level 1: Reaction
At this level, the recipients' attitudes,
perceptions, opinions, beliefs, thoughts
and feelings toward the intervention is
assessed.
Level 2: Learning
At level 2, tests, simulations and skill
practices help assess whether the
recipients have gained any new
knowledge or skills from the
intervention.
Level 3: Behavior
Level 3 looks at the change of
behavior as a result of the intervention,
and whether what has been learned is
translated into actual application in the
workplace
Level 4: Business Impact
At this level, the intervention's impact
to organization performance is
assessed. Evaluation at this level
typically measure output increases
time and cost savings and quality
improvement.
Level 5: Return on Investment (RO)
The final level of evaluation assesses
the monetary value and benefit of the
intervention vis-à-vis the costs
associated with it.
f. Developing Learning Organization
Beyond ensuring individual learning,
organizations today are faced with
myriad changes and shifting
paradigms about how they should be
structured, designed, and led. These
complexities and environment requires
the need to build organizations that
can effectively and efficiently learn
from their experiences (Reid and
Sanders 2004).
Concepts-learning organization
A learning organization has the
"structural characteristics of an
organization that has the ability to
learn" (Ang and Joseph 1996). It is an
organization where people continually
expand their capacity to create the
results they truly desire, where new
expansive patterns of thinking are
nurtured, where collective aspiration is
set free, and re people are continually
learning how to learn together (Senge
1991), and organizational learning.
Organizational Learning
It occurs when individuals within an
organization experience a problematic
situation and inquire into it on the
organization's behalf. They experience
a surprising mismatch between
expected and actual results of the
action, and respond to that mismatch
through process of thought and further
action.
B. MOTIVATING THE FILIPINO
WORKERS
Motivation According to Psychology
Today, is defined as the inner force
that drives individuals to accomplish
personal and organizational goals.
Western Theories of Motivation
a. Maslow’s Hierarchy of Needs
Base on a simple premise: Human
being has needs that are hierachially
ranked. As we satisfy these basic
needs, we start looking to satisfy
higher order needs. In other words,
once a lower level need is satisfied, it
can no longer derves as a motivator.
i. Physiological needs - refer to the
need for food, water, and other
biological needs. These needs are
basic because when they are lacking,
the search for them may overpower all
other urges.
ii. Safety Needs - Once physiological
needs are satisfied, people tend to
become concerned about safety
needs. Are they free from the threat of
danger, pain, or an uncertain future?
iii. Social needs - refer to the need to
bond with other human beings, be
loved, and form lasting attachments
with others.
iv. Esteem needs - refers to the desire
to be respected by one’s peers, feel
important, and be appreciated.
v. Self-actualization - refers to
“becoming all you are capable of
becoming.” This need manifests itself
by the desire to acquire new skills,
take on new challenges, and behave in
a way that will lead to the attainment of
one’s life goals.
b. ERG Theory
ERG theory, developed by Clayton
Alderfer, is a modification of Maslow’s
hierarchy of needs. An empirical test of
a new theory of human needs. Instead
of the five needs that are hierarchically
organized, Alderfer proposed that
basic human needs may be grouped
under three categories, namely,
existence, relatedness, and growth.
Existence corresponds to Maslow’s
physiological and safety needs,
relatedness corresponds to social
needs, and growth refers to Maslow’s
esteem and self-actualization.
c. Two-Factor Theory
Frederick Herzberg approached the
question of motivation in a different
way. By asking individuals what
satisfies them on the job and what
dissatisfies them, Herzberg came to
the conclusion that aspects of the work
environment that satisfy employees
are very different from aspects that
dissatisfy them. Herzberg labeled
factors causing dissatisfaction of
workers as “hygiene” factors because
these factors were part of the context
in which the job was performed, as
opposed to the job itself.
i. Hygiene factors included company
policies, supervision, working
conditions, salary, safety, and security
on the job.
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ii. Motivators are factors that are
intrinsic to the job, such as
achievement, recognition, interesting
work, increased responsibilities,
advancement, and growth
opportunities. According to Herzberg’s
research, motivators are the conditions
that truly encourage employees to try
harder.
Ways to Motivate Filipino Workers
a. Cash Trumps Awards
Typical Filipino employee works to
provide for his family and if they can
earn more for them, the better. This is
why they prefer tobe rewarded with
cash than receiving awards or being
celebrated.
b. Intrinsic Motivation
Extrinsic motivations such as trophies,
money or medals are great but if you
want Filipinos to stay happy in their
jobs, give them chances to improve
themselves. Roll out training,
encourage and support additional
certification programs they can enroll
in.
c. Provide Worker Benefits
Providing benefits to the Filipino
workers makes them more motivated
to stay employed such as SSS (social
security), PhilHealth (social medicine
insurance, Pag-Ibig (social housing
fund).
d. Non-Competitive and
Performance-based Awards
Rolling out incentive programs that do
not pit themselves is a more effective
way in letting them perform better.
e. A Company that Creates a Sense
of Belonging
Filipinos are naturally friendly people
who like to belong to group and treat
them like family. Meaningful
relationships with co-workers have a
greater impact on motivating
employees than reward programs.
f. Appreciative Company Culture
Meaningful recognition in the
workplace in the form a personal e-
mail from a boss commending an
employee for a job well done, a thank
you and pat in the back for taking in
more work than is necessary from a
supervisor or a constructive feedback
on a recent performance from a
mentor are just examples of an
appreciative company culture that
cultivates motivated, engaged and
happy employees.
What is Intrinsic and Extrinsic
motivation?
Intrinsic Motivation is an internal
form of motivation. It is a desire to
perform a behavior or activity for its
own sake, like a hobby (e.g. reading,
painting, singing, playing a game, even
coding for some engineers). People
intend to be motivated because of the
sense of personal satisfaction that they
bring.
4 Characteristics of Intrinsic
Motivation
✓ Autonomy: people have full control
over when and to what level they want
to carry out the activity
✓ Mastery (i.e. competence or
progress): people can get better at the
activity
✓ Relatedness: people can relate to
others who are also doing the activity
✓ Purpose: people recognize the
importance meaning of the activity
Extrinsic Motivation is an external
form of motivation. It refers to any
motivation that is extrinsic to the
behavior or activity. People performed
a specific work in order to receive
something from others or avoid certain
negative outcomes.
I. What are the Intrinsic and
Extrinsic Rewards?
Reward is the thing given in
recognition of one’s service, effort, or
achievement. It has two forms; the
intrinsic rewards and the extrinsic
rewards.
Intrinsic Rewards are rewards that
are intangible and internal to the
individual. It refers how the employee
feels about the work and its value.
Extrinsic Rewards are external
things that could a manager give.
Most of these rewards are tangible
things. Examples of extrinsic rewards
are listed below:
➢ Money – in the form of pay,
bonuses, stock options
➢ Benefits – health insurance,
vacation, sick leave, retirement
➢ Flexible schedule
➢ Job responsibilities and duties
➢ Promotions
➢ Supervision of others
➢ Praise and feedbacks
➢ A good boss
➢ A strong leader
➢ Other inspirational people
➢ A nurturing organizational culture
➢ Changes in job
II. Total Rewards for Filipino
Employees
What is Total Rewards?
• According to Josh Bersin of Bersin by
Deloitte, total rewards as “the critical
integration of an organization’s
approach to incenting and
rewarding its talent.”
• “The dynamic relationship between
employers and employees.” –
defined by WorldatWork.
• A concept that describes all the tools
available to an employer that may be
used to attract, motivate and retain
employees.
• Total rewards include compensation,
benefits, performance, recognition,
work life effectiveness, and
development.
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Typical Total Rewards system will
include five key areas. They are:
✓ Compensation – In general, most
employees regardless of title or role
within the organization have an
expectation regarding their
compensation. There are a range of
pay strategies that provide incentives
and encourage retention.
• Fixed pay — generally, this is the
base pay offered to an employee. It
usually is determined by the
organization’s pay philosophy and
structure and should be competitive
based on the economy and other
organizations with similar positions.
• Variable pay — this is pay that
varies and changes in accordance with
the level of performance or results
achieved. This is one-time payment
such as a bonus, which must be re-
established and re-earned each
performance period.
• Short-term incentive pay — this is
another form of variable pay. It is
implemented as a way to focus and
reward performance over a period of
one-year or less.
• Long-term incentive pay — a form
of variable pay, long-term incentive
pay is designed to focus and reward
performance over a period longer than
one year. Typical forms include stock
options, restricted stock, performance
shares, performance units and cash.
✓ Benefits – There are also many
value-added benefits that can be
offered within the insurance plans.
Employee assistance programs,
discounts on fitness programs and
health incentive programs are also
ways to expand the offerings to
employees.
• Health and welfare plans that
include health insurance, pre-tax
benefits plans, life insurance and
disability plans
• Pay for time not worked
• Retirement options both employee
and company contributed
✓ Performance or Service
Recognition – There was a time when
employees worked their entire career
for one employer. Although those days
are long gone, employers are still
seeking ways to recognize
performance and loyalty to the
organization.
• Employee of the month/year
awards
• Exceeding performance awards
• Service awards
• Retirement awards
• Performance evaluations
✓ Work Life Effectiveness – Leaders
are continually recognizing the need
for employees to have opportunities to
enjoy their personal time off.
Incorporating social activities within the
work day provides the feeling of down-
time, while still on the clock.
• Creating workplace flexibility such
as working from home
• Paid and unpaid time off
• Health and wellness initiatives
✓ Career Development – These are
opportunities for an employer to grow
individuals while they are with an
organization. The individuals will also
recognize that these skills can be used
to propel them to new levels in their
career.
• Succession planning programs
• Self-development courses
• Leadership training
• International assignments
• Internships
III. Designing a Total Rewards
Package
Payroll Salary Compensation and
Benefits in the Philippines as provided
under the Labor Code of the
Philippines and other relevant laws.
Wage and Wage-Related Benefits
1. At least the minimum wage per
region and/or sector
2. Holiday wage and overtime pay
for work during holidays or rest
days
3. Overtime pay when working in
excess of 8 hours
4. Service Incentive Leave: 5 days of
vacation per year of service
5. Parental leaves (Maternity,
Paternity and Solo parent leaves)
6. Other Leaves
7. 13th month pay
8. Separation pay
Employee Benefits
1. Social Security System – By law,
private sector employees must be
covered under the Social Security
System (SSS). Based on each
employee’s gross monthly pay, both
the employer and employee remit
monthly contributions to the SSS. In
turn, the SSS benefits cover maternity,
retirement, sickness, disability, death
and pension benefits.
2. PhilHealth – for all employees
covered by the SSS medical coverage
is mandatory and automatic. Both the
employer and employee contribute
equal monthly amounts to the
PhilHealth Insurance Corporation.
PhilHealth
3. Home Development Mutual Fund
– the Home Development Mutual Fund
(HDMF), also known as the Pag-IBIG
Fund, is mandatory to all employees
who are compulsorily covered by the
Government Service Insurance
System (GSIS, for Filipino Government
employees) or the SSS.
C. TALENT MANAGEMENT AND
SUCCESSION PLANNING
In a recent article by the Harvard
Business Review (Groysberg and
Connolly, 2015), CEOs were asked the
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question-- what keeps them awake at
night? Responses fell into three
categories- talent, operating in a global
marketplace, and regulation and
legislatio. What's interesting in their
findings is an overwhelming 75% of the
CEOs said that their top most concern
is talent! Talent and talent-related
issues have evolved from an HR topic
to an organizational leader's agenda. It
has become as important for senior
executives as for HR professionals.
Talent Management
A lot of times, talent is loosely referred
to an employee. But If we go deeper
into the issues that organizations face,
the concept of talent bears a bigger
characterization. Talent refers to an
individual an individuak who is critical
to the current and future needs of an
organization (Markus 2010). Another
definition of talent is an individual who
has high potential, rare knowledge and
skills, or who can sucessfully lead
organization transformation (Binghay
2007). Often, positions requiring
talents are hard to because they are
difficult to learn, or require special
skills or capabilities. Thus, talent
management typically covers leaders
as well aa technical positions that are
linked to the core service or product of
an organization. The goal of talent
management, therefore, is to provide a
systematic process to acquire, develop
and retain individuala in these
positions to ensure continuity and
sucess of an organization.
The Talent Management Framework of
the Ateneo Center for Organization
Research and Development (CORD)
captures the critical components of
what an effective talen management
system should have to translate the
organization's
people.agenda and human capita
strategy to talent outcomes and
business performance.
As the framework suggests, talent
management starts with understanding
what the organizations standa for and
what it wants to achieve.
The Ateneo CORD talent
management frameworm involvea six
process steps:
1. Predicting the talent
requirements needwd to achieve
organizational goals,
2. Profiling the competencies
required of these key talents/ roles,
3. Picking and placing the best
talents for the organization,
4. Preparing the key talents for
performance,
5. Planning, monitoring, and
rewarding performance
6. Poviding opportunities for
growth.
Predicting Talent Requirements
Predicting key talent involves
identifying the positions or individuals
(or both) that re critical to the success
of the organization. Berger and Berger
(2011) listed the following criteria for
identifying these positions
• Immediacy- the short-term loss of
the incumbent would seriously affect
profit revenue growth, operations, work
process, products, services, employee
morale, stakeholder satisfaction,
competitive advantage, or the prestige
of the organization.
• Uniqueness - the position requires a
competency or set of competencies
that us, or will be, unique to the
organization or its industry.
• Demand - The job market for
incumbents holding the position is tight
now or will be in the future.
• Strategic - The less of a qualified
incumbent for even a modest amount
of time would affect the future success
of the organization.
• Basic - The organization could not
survive without the incumbent.
Profile Critical Competencies
Once an organization determines the
kind of talent it needs, the next step
would be to profile the competencies
required from these talents.
Competencies define what constitute
"A," "B," and "C" levels of performance,
set the standard in selecting and
placing the right talent in critical
positions, and provide an guide to map
the development and career plans of
key talent. Determining the baseline
proficiency level for each competency
in the critical role follows the
competency definition ans grouping.
The table below shows a sample of
Competency Scale:
Pick and Place the Right Talent
After identifying the required
competencies, the next challenge is
assessing talent. Competency
assessment can be done in various
ways: interviews, tests, on the job
assignments centers. A local study
revealed that in terms of assessing
potential, Philippine organizations
typically use interviews followed by job
assignment.
9-Box Grid
• one of the most popular assessment
methodology used in talent
management
• A matrix laws to evaluate and plot
organization’s talent pool based on two
factors which most commonly are
performance and potential.
Performance- is a measure of
individual's competencies in relation to
current role and results. Potential-
refers to an individual's potential to
grow one or more levels in a
managerial or professional capacity
Prepare for Performance
Whether talent is build, bought, or
borrowed, it is important to ensure that
they are prepared to perform in their
critical roles. At the very start, all
expectations have to be articulated,
managed, and the level of
performance required of the talent has
to be clearly defined. Even when the
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talent comes from within the
organizations, it is still important to
plan for transition and orientation into
their new roles.
Providing Opportunities for Growth
Training and development is an
integral part of talent management.
Growth opportunities come in various
forma such as training, coaching,
special assignments, job rotation,
external benchmarking, etc.
SUCCESSION PLANNING
• Any effort designed to ensure the
continued effective performance of an
organization, division, department or
work group by creating a steady “pool”
or pipeline of “ready” talents to fill
vacancies when needed
• Not limited to management positions
only
REPLACEMENT PLANNING
• A form of risk management
• Aims to minimize the impact of
potential vacancies to the organization
by finding backups to fill vacancies on
an organization chart but there is little
or no development put in place for
these successors
THE DIFFERENCE OF SUCCESSION
PLANNING TO REPLACEMENT
PLANNING
• Succession planning is more
systematic and comprehensive than
replacement planning because it
extends to development initiatives
targeted at preparing successors for
these key roles. It is proactive and
attempts to ensure continuity of
leadership by cultivating talent from
within the organization through
planned development activities.
WHY IS THERE A NEED FOR A
SYSTEMATIC SUCCESSION
PLANNING?
Strategic success is a function of
having right leadership
As continuing downsizing and other
cost-containment efforts have trimmed
down the middle management ranks,
there are simply fewer people available
to advance to the top ranks from within
1. When succession planning is left
informal and thus unplanned, job
incumbents tend to identify and groom
successors who are remarkably like
themselves in appearance,
background and values.
ONE CAN START WITH THE TOP
TWO MANAGEMENT LEVELS OR
IDENTIFY STRATEGIC AREAS OF
WHERE AND HOW TO START:
• key positions are filled only after
long delays
• key positions can be filled only by
hiring from outside
• key positions have few people
ready now to assume them
• vacancies in key positions cannot
be filled with confidence
• key positions are subject to
frequent or unexpected turnover
• replacements for key positions are
frequently unsuccessful in
performing their new duties
• high performers or high potential
employees are leaving the
organization in droves
• individuals routinely leave the
organization to advance
professionally or to achieve their
career goals
IMPORTANCE OF COMPETENCIES
• serve as building blocks in
succession planning in a way that it
clarifies the requirements needed to
“make it” to the next level and describe
how successors should be developed
for the future
TWO ADDITIONAL DIMENSIONS
THAT ARE CONSIDERING IN
DEFINING THE SUCCESSOR BLUE
PRINT:
1. VALUES – described what is
perceived to be good and bad in a
corporate culture
2. ETHICS – add a moral dimension of
right and wrong
TALENT POOL
• A well-designed competency model
and succession planning standards set
the stage for talent pooling.
ASSESSMENT METHODOLOGIES
• Used to identify talents who have the
potential to make vertical and
horizontal advancements in the
organization, which makes up the pool
Examples:
• 360 assessment
• Psychological test
• Performance assessment
• Assessment centers
THE DIFFERENCE OF TALENT
POOLING TO REPLACEMENT
PLANNING
• Talent pooling
➢ focuses on nominating one or
several replacements based on the
manager’s best judgment
➢ creates as many backups from a
pool talent regarded as high-potential
or promotable
➢ its one advantage is that it allows for
identification of potential successors
beyond the functional groups
➢ allows the leadership to go beyond
the functional filters and put more
premium on the talent’s learning,
social, leadership and change agilities
• Replacement planning
➢ the most likely backfills are identified
among the best performing individuals
within the managers immediate group
9-BOX MTRIX
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• to assess performance and potential
talents and direct the organization
towards a more targeted set of actions
based on the individuals’ placement in
the 9-box
• X-axis – assesses leadership
performance
• Y-axis – used to assess leadership
potential
BENCH STRENGTH ASSESSMENT
Out of this bench strength summary,
organizations will be able to assess if
their talent pipeline is thick or thin by
identifying:
• Void: Positions with no
replacements. Actions: (1) Select from
talent pool, (2) add to talent pool and
accelerate development, (3) identify
backups, (4) begin external
recruitment, and (5) for key positions,
accelerate the process.
• Surpluses: Positions with more than
one replacement. Actions: (1) Redirect
career paths, (2) move high potentials
quickly, (3) job rotation inside unit, and
(4) task force assignments.
• Blocking: Non-promotable managers
with promotable subordinates. Actions:
(1) Move incumbent or backup within
one year, (2) job rotation outside unit,
and (3) special projects.
• Performance Problems: Employees
not meeting expectations. Actions: (1)
One more accomplishment review, (2)
focus on results and competency
improvement, (3) terminate.
• Superkeeper: Very accelerated
career path and compensation growth,
highdevelopment investment; formal
mentor and sponsor arrangement.
INDIVIDUAL DEVELOPMENT PLANS
• Developing successors goes beyond
“being better” in the present job but
focuses on the enhancing talents
potential for future advancement. It
results in a detailed plan to provide
successor with the critical skills,
required experience, and necessary
development that they need to qualify
for advancement in the next role.
Development Activities
• Leadership development program
• Coaching
• Executive coaching
• Mentoring
• Action learning
• Acceleration pool
MEASURE TALENT MANAGEMENT
OUTCOMES
• Provide definitive answers whether
objectives are effectively being
achieved or not
Importance:
• to stay focused
• avoid getting distracted by less
important issues
• get things done and encourage
accountability
• check for alignment between
strategies and activities and re-
calibrate if needed
• provide a system to better
communicate progress of talent
management efforts
Principles in setting talent
management metrics:
1. Start with the organization’s
strategy and work backwards
2. Don’t rely too much on external
benchmarking
3. Develop measures that reflect the
real problems facing the
organization
4. Focus on the strategic impact of
talent management
SOME POINTS THAT MIGHT HELP
GET THE TALENT MANAGEMENT
PROCESS EFFECTIVELY WORK
FOR ORGANIZATION AS YOU PLAN
FOR IMPLEMENTATION:
• Build a solid business case for
talent management and succession
• Get executive sponsorship and
participation
• Define specific roles and
accountabilities of the leadership
team and line managers in talent
management
• Make it part of the leaders’ key
result area (KRA) to develop talents
and include it in their performance
assessment
• Use hard data to analyze talent
needs and gaps, assess progress of
talent management implementation,
and measure ROI of activities
• Avoid quick-fix attitudes
D. PRODUCTIVE BEHAVIORS AND
EMPLOYEE RELATION
i. PRODUCTIVE ATTITUDES
Attitudes are evaluative judgments,
either favourable or unfavourable, that
cause individuals to think, feel, or
behave in a particular way toward
other people, things, events, or
situations (Myers 2008).In the past
decades, job satisfaction and
organization commitment have
received much attention due to their
significant implications for productive
behaviours in the workplace. Attitudes
serves as frames of reference that
enable employees to better navigate
their work environment, adjust to
situations, and conduct themselves in
appropriate ways that correspond to
others’ expectations.
Job Satisfaction
Locke (1976) defined job satisfaction
as “a pleasurable’ or positive emotional
state resulting from the appraisal of
one’s job or job experiences”. Judge et
al (2001) proposed that theories about
job satisfaction could be classified into
three categories: situational theories,
dispositional approaches, and
interactive theories.
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I. Situational Theories
Propose that job satisfaction stems
from the nature of the job itself or from
other facets in the work environment.
Locke (1976) described job satisfaction
in terms of the following facets:
a. Pay
b. Promotions
c. Co-workers
d. Supervision
e. The work itself
f. Recognition
g. Working condition
h. Company
i. Management
These facets can be further
categorized into extrinsic and intrinsic
rewards, where pay and promotions
are regarded as extrinsic rewards,
while others provide intrinsic rewards.
The Job Characteristics Model by
Hackman and Oldham (1980) outlined
five core job characteristics that yield
higher levels of job satisfaction,
improved job performance and
reduced withdrawal
(1.) Task Identity- degree to which the
employee sees his or her work from
start to
end
(2.) Task significance- how much the
employee sees his or her work as
significant
(3.) Skill variety- extent to which the
job allows the employee to perform
various tasks
(4.) Autonomy- amount of discretion
and control the employee has in
performing the job
(5.) Feedback – feedback provided on
the employee’s job performance
II. Dispositional Theories
Suggest that job satisfaction is rooted
in an individual’s personality. Positive
and negative affectivity are the
dispositional constructs used to
understand employees’ attitudes
toward their jobs. Watson, Clark, and
Tellegen described positive affectivity
as high energy, enthusiasm, and
pleasant engagement. On the other
hand, negative affectivity was
described as distress, unpleasant
engagement, and nervousness.
III. Interactive Theories
Interactive theories assume that job
satisfaction is the outcome of the
interaction between the individual’s
personality and the situation. The
ValuePrecept theory asserts that
employees’ values influence their level
of satisfaction or displeasure toward
their jobs. This theory holds that the
gap between what is wanted and what
the employee obtains is considered
dissatisfactory only if the particular job
facet is significant to him.
Measuring Job Satisfaction
i. Minnesota Satisfaction
Questionnaire (MSQ)
Asks employees to rate their levels of
satisfaction on 20 facets, including
supervisor’s competence, working
conditions, compensation, task variety,
level of job responsibility and chances
of advancement
ii. Job Descriptive Index (JDI)
Measures satisfaction based only from
5 facets: the job itself, supervision,
pay, promotions, and co-workers
ORGANIZATION COMMITMENT
Describing people’s attitudes towards
their employer, organization
commitment has been found to be
positively related to job performance,
responsiveness to organizational
change, and employee turnover.
Meyer and Allen (1997) defined
organizational commitment as a three-
dimensional construct. These distinct
components are:
(1) Affective
(2) Normative
(3) Continuance commitments
ii. PRODUCTIVE BEHAVIORS
Attitudes such as job satisfaction and
organizational commitment are
believed to eventually translate into
enhanced performance. These
productive behaviors demonstrate the
contribution of employees to the over-
all productivity of the organization.
(Dunn et al. 2012, Neal and Hesketh
2001, Judge et al. 2001)
Organizational Citizenship
Behaviour (OCB)
Pertains to behaviours that are beyond
the employees’ formal job
requirements that foster favourable
organizational performance. These
behaviours are not officially accorded
recognition and rewards by the
organization.
The model of OCB developed by
Organ (1988) consists of five
dimensions:
1. Altruism ( intend to help
colleagues)
2. Conscientiousness (being a
good citizen)
3. Sportsmanship (tolerating
difficulties)
4. Courtesy (respect and
consideration for others)
5. Civic Virtue (participation and
concern for company)
iii. SHAPING PRODUCTIVE WORK
ATTITUDES AND BEHAVIOURS
Productive behaviour and attitudes
help organizations gain competitive
advantage and ensure viability.
Building and sustaining these require a
systematic and synchronized effort
involving culture, systems and
structures, employee relationships,
and leadership. The ability of
organizations to understand and
harness these factors is key in creating
a culture of productivity and high
[Type text]
performance in Philippine
organizations.
E. PERFORMANCE MANAGEMENT
Job Performance
Job performance is defined as the total
expected value to the organization of
the discrete behavioral episodes that
an individual carries out over a
standard period of time.
Job performance is defined as the total
expected value to the organization of
the discrete behavioral episodes that
an individual carries out over a
standard period of time.
Job performance is defined as the total
expected value to the organization of
the discrete behavioral episodes that
an individual carries out over a
standard period of time.
Job performance relates to the act of
doing a job.
Job performance is a means to reach a
goal or set of goals within a job, role,
or organization (Campbell, 1990), but
not the actual consequences of the
acts performed within a job.
Campbell (1990) affirms that job
performance is not a single action but
rather a “complex activity” (p. 704).
Performance in a job is strictly a
behavior and a separate entity from
the outcomes of a particular job which
relate to success and productivity.
Objectives of Performance
Management
Performance management aims at
building a high performance culture for
both the individuals and the teams so
that they jointly take the responsibility
of improving the business processes
on a continuous basis and at the same
time raise the competence bar by
upgrading their own skills within a
leadership framework.
The major objectives of
performance management are
discussed below:
▪ To enable the employees towards
achievement of superior standards
of work performance.
▪ To help the employees in
identifying the knowledge and skills
required for performing the job
efficiently as this would drive their
focus towards performing the right
task in the right way.
▪ Boosting the performance of the
employees by encouraging
employee empowerment, motivation
and implementation of an effective
reward mechanism.
▪ Promoting a two way system of
communication between the
supervisors and the employees for
clarifying expectations about the
roles and accountabilities,
communicating the functional and
organizational goals, providing a
regular and a transparent feedback
for improving employee
performance and continuous
coaching.
▪ Identifying the barriers to effective
performance and resolving those
barriers through constant
monitoring, coaching and
development interventions.
▪ Creating a basis for several
administrative decisions strategic
planning, succession planning,
promotions and performance based
payment.
▪ Promoting personal growth and
advancement in the career of the
employees by helping them in
acquiring the desired knowledge
and skills.
Measuring Job Performance
How should you measure employee
performance?
During employee performance
reviews, there are three main
questions to ask:
• Does this team member produce
what they’re supposed to produce?
(aka, are they effective?)
• Does this team member use
resources well? (aka, are they
efficient?)
• Does this team member take
actions to improve themselves and
their environment? (aka, are they
learning and improving?)
a. Productivity & quality
Productivity is one of the most
common factors used in performance
appraisals. It indicates employees’
output in a specific amount of time.
b. Attendance
Measuring attendance doesn’t always
make sense. If you’re a results-driven
team, counting minutes or sick days
might be a waste of time. Measuring
attendance makes sense for time- and
location-sensitive roles. If you have
customer inquiries flooding in, you
expect your customer support reps to
be available.
c. Time management
Time management is a desirable skill
in most positions. Employees need to
divide their time effectively across their
projects. You can measure their time-
management skills by calculating the
percentage of missed deadlines,
turnaround time or how quickly they
complete tasks.
d. Training
Companies usually measure the
number of training programs or
sessions that employees attended per
year. But, it’d be useful to measure the
results of those training opportunities
during a performance review. Do
employees use what they learned?
You measure this by comparing their
performance rating in one skill before
and after relevant training. If an
employee’s recent performance
metrics are 10% higher than they were
previously, it’s a good indication that
their training was effective.
1. Methods of Rating Performance
a. Management by objectives (MBO)
is the appraisal method where
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managers and employees together
identify, plan, organize, and
communicate goals. After setting clear
goals, managers and subordinates
periodically discuss the progress made
to control and debate on the feasibility.
b. In 360-degree feedback, every
employee in an organization appraises
his/her managers, peers, customers,
suppliers, and also does a self-
evaluation. This method ensures
effective performance analysis and
Total Employee Involved (TEI).
c. The assessment centre method
tests employees in a social-related
situation. This concept was introduced
way back in 1930 by the German Army
but it has been polished and tailored to
fit today’s environment. Employees are
asked to take part in situation
exercises like in-basket exercises,
work groups, simulations, and role-
playing exercises that ensure success
in a role.
d. Behaviorally anchored rating
scales (BARS) bring out both the
qualitative and quantitative benefits in
a performance appraisal process.
BARS compares employee
performance with specific behavioral
examples that are anchored to
numerical ratings.
e. Psychological appraisals come in
handy to determine the hidden
potential of employees. This method
focuses on analyzing an employee’s
future performance rather than their
past work.
f. Human resource (cost) accounting
method analyses an employee’s
performance through the monetary
benefits he/she yields to the company.
It is obtained by comparing the cost of
retaining an employee (cost to
company) and the monetary benefits
(contributions) an organization has
ascertained from that specific
employee.
Roles in Performance Management
Performance management works as a
business cycle with five stages of the
cycle.
• Expectation & Planning: What is it
that we want to achieve through the
business process?
• Execution: The plans or strategy laid
out in the planning stage are executed
through relevant decisions and
consequent action.
• Monitoring: Once the plan is rolled
into action, its progress must be
tracked. This is extremely important for
time-bound objectives.
• Analyzing: The data from tracking
activities can be analyzed to assess
reasons as to why the activity is on
track or not. If the activity is on track,
this analysis may help in creating best
practices for the future. If not, then the
analysis can help determine the
reasons for slacking.
• Forecasting: This stage helps in
predicting the outcome of the
processes. If the outcome follows in
line with the objective, forecasting
becomes a method to refute or confirm
the choices made for the line of action
and tactics adopted to meet the
objective.
PERFORMANCE MANAGEMENT
Performance Management is defined
in many ways. As it is:
• Providing a Staff Service in
Nonoperational Areas
Renders various staff services to
supervisors: gathering information,
interviewing, selecting employees,
briefing superiors, checking
statements, verifying facts, and making
recommendations.
• Supervision of Work
Plans, organizes, and controls the
work of others; concerned with the
efficient use of equipment, the
motivation of subordinates, efficiency
of operation, and maintenance of the
work force.
• Business Control
Concerned with cost reduction,
maintenance of proper inventories,
preparation of budgets, justification of
capital expenditures, determination of
goals, definition of supervisor
responsibilities, payment of salaries,
enforcement of regulations.
• Technical Concerns with Products
and Markets
Concerned with development of new
business, activities of competitors,
contacts with customers, assisting
sales personnel.
• Human, Community, and Social
Affairs
Concerned with company goodwill in
the community, participation in
community affairs, speaking before the
public.
• Long-range Planning
Broad concerns oriented toward the
future; does not get involved in routine
and tends to be free of direct
supervision.
• Exercise of Broad Power and
Authority
Makes recommendations on very
important matters; keeps informed
about the company's performances;
interprets policy; has a high status.
• Business Reputation
Concerned with product quality and/or
public relations.
• Personal Demands
Senses obligation to conduct oneself
according to the stereotype of the
conservative business manager.
• Preservation of Assets
Concerned about capital expenditures,
taxes, preservation of assets, loss of
company money.
THE PERFORMANCE
MANAGEMENT CYCLE
The Performance Management
process is a cycle, with discussions
varying year-to-year based on
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changing objectives. It includes
Planning, Checking-In, and Review.
Planning
To begin the planning process, you
and your employee review overall
expectations, which includes
collaborating on the development of
performance objectives. Individual
development goals are also updated.
You then develop a performance plan
that directs the employee's efforts
toward achieving specific results to
support organizational excellence and
employee success.
• Performance Expectations =
Results + Actions & Behaviors.
▪ Results are often measured through
the use of objectives and standards.
▪ Actions and Behaviors can be
measured through the use of
performance dimensions.
• Written, verifiable mutually
understood performance expectations:
▪ Serve as an objective basis for
communicating about performance
▪ Enable the employee to differentiate
between acceptable and unacceptable
results
▪ Increase job satisfaction because
employees know when tasks are
performed well
▪ Inform new employees of your
expectations about job performance
▪ Encourage an open and trusting
relationship with employees
Checking-In
Goals and objectives are discussed
throughout the year, during check-in
meetings. This provides a framework
to ensure employees achieve results
through coaching and mutual
feedback.
• As a manager, you are most likely
providing informal feedback almost
every day. By observing and providing
detailed feedback, you play a critical
role in the employee's continued
success and motivation to meet
performance expectations.
• Effective observation and
feedback can:
▪ Strengthen communication between
you and the employee
▪ Help the employee attain
performance objectives and meet
standards
▪ Increase employee motivation and
commitment
▪ Maintain and increase the
employee's self-esteem
▪ Provide support
Review
At the end of the performance period,
you review the employee's
performance against expected
objectives, as well as the means used
and behaviors demonstrated in
achieving those objectives. Together,
you establish new objectives for the
next performance period.
• Performance review is the process
of measuring an employee’s
performance in the current position.
• The performance review
summarizes the employee's
contributions over the entire review
period.
• Some goals of the performance
review process are to help the
employee:
▪ Feel positive about the job
▪ Feel appreciated for specific
contributions
▪ Benefit by specific, constructive
feedback
▪ Keep informed about current and
future performance objectives
▪ Keep motivated to do well and to
develop
▪ Stay involved as a participant in
the process
• A key goal for you and the employee
is to recognize the degree to which an
employee was successful, or how well
the employee met expectations, be
they objectives, standards,
performance dimensions or some
other measure.
SOURCES OF PERFORMANCE
RATINGS
Upper Management
• Supervisors are likely to see many of
the day to day tasks completed by
employees and know how the
employees’ outcomes relate to overall
organizational objectives
• Supervisors may not be aware of how
employees interact with one another
Subordinates
• Subordinates tend to closely monitor
their supervisor’s behavior, making
them a good candidate for rating
supervisor performance, but
• They may not see the supervisor’s
day to day tasks that do not directly
involve the subordinate and would not
be able to speak to these behaviors
Peers
• Peers are well-equipped to rate other
team members’ performance since
they would work closely with them on a
daily basis. They would also witness
typical performance as opposed to
maximum performance that might
occur if an employee knows a
manager is watching.
• There may be interpersonal problems
that arise if a team member rates
another negatively which could in turn
reduce group cohesiveness.
Self
• Being able to rate one’s self (along
with at least one other source) can
help to reduce defensiveness or other
negative reactions to negative
feedback from someone else because
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this gives the individual more voice in
the process about how he or she
perceived the performance level.
• People are not humble when rating
themselves and tend to attribute
success to internal factors and failures
to external factors (a.k.a. the self-
serving bias).
PROBLEMS AND PITFALL IN
PERFORMANCE APPRAISAL
Compare/Contrast Error
• When appraising employees, it is
important never to compare their
abilities and using it to make a
judgment.
• Of essence is to ensure that you
appraise every worker by their
performance against established
standards and criteria, individually.
Similarity Error
• As a manager, it would be significant
to ensure that you perform your
employee appraisal objectively and
considering that diversity should be
respected, try to carry out the appraisal
process based on performance and
results that they provide and not
primarily by similarity/dissimilarity that
you have.
Bias
• Your biases can manipulate the
objectivity of appraisal hence it is
important to ensure that you keep it off
as much as possible to make sure that
you do not compromise the results of
your findings.
• Biases may also lead to
inconsistencies among different
employees bearing in mind that the
key element for attaining best results
from appraisal is consistency.
Stereotyping
• Stereotyping is where you tend to
make your judgment by your
predetermined mindset towards a
particular employee’s race, gender,
political affiliation, religious
background, culture and other *At least the minimum wage per
characteristics. region and/or sector
• Stereotyping is problematic when *Holiday wage and overtime pay for
assessing employees’ performance work during holidays or rest days
because it implies that you will only be
able to provide judgment based on *Overtime pay when working in
what you label the group similar to one excess of 8 hours
that the particular employee belongs
to. *Service Incentive Leave: 5 days of
vacation per year of service
The Halo Effect
*Parental leaves (Maternity,
• This is also known as the horns Paternity and Solo parent leaves)
effect. It is a situation where you let
your positive or negative feelings * Other Leaves
towards an employee to influence your
*13th month pay
evaluation easily.
*Separation pay
• It is a fact that each employee will
always portray certain areas as their 3-7.) Give at least 5 Performance
weakness and others as their Management
strengths. What you need to do is to
ensure that you do not colour the ANSWERS:
entire evaluation with a particular
impression. *Job Performance
Attribution Error *Performance Management
• It involves making your independent *Objectives of Performance
belief on possible causes of some Management
behaviours or outcome and letting that
influence your judgment. *The Performance Management
Cycle
• It only becomes a fair when the
employee is judged on their *Measuring Job Performance
performance in line with the set
standards rather than preconceived *Sources of Performance Ratings
notion.
*Methods of Rating Performance
Leniency and Severity Tendencies
*Problems and Pitfall in
• Some managers are too lenient and Performance Appraisal
will end up appraising all employees
*Roles in Performance Management
above average, others will give
average whereas others would provide
8. Is an approach which refers to
below average.
teaching children and is generally
associated with dependent learners
• In the typical occasion, the results
and subject-centered learning.
need to reflect the classic bell curve
where some employees are graded as
ANSWER: Pedagogy
high performers; others average while
other poor performers 9. According to Psychology Today, is
defined as the inner force that drives
Quiz
individuals to accomplish personal and
organizational goals.
1-2 Give at least 2 Wage and Wage-
Related Benefits
ANSWER: Motivation
ANSWERS:
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10-12. Give at least 3 of the Ateneo
CORD talent management framework
process
ANSWER:
1. Predicting the talent
requirements needed to achieve
organizational goals,
2. Profiling the competencies
required of these key talents/ roles,
3. Picking and placing the best
talents for the organization,
4. Preparing the key talents for
performance,
5. Planning, monitoring, and
rewarding performance
6. Providing opportunities for
growth.
13. people can relate to others who are
also doing the activity
ANSWER: Relatedness
14-18 Give at least 5 Learning
Methods
ANSWER:
Classroom Training
Lecture/ Lecturette
Structured Learning Experiences
Professional Conference
Computer-based Training
Online Learning
Mobile Learning
Assessment
Job Experiences
Blended Learning
19. people recognize the importance
meaning of the activity
ANSWER: Purpose
20. refer to the need for food, water,
and other biological needs. These
needs are basic because when they ANSWER: Time management
are lacking, the search for them may
overpower all other urges.
ANSWER: Physiological needs
21. described what is perceived to be
good and bad in a corporate culture
ANSWER: VALUES
22. Participants form groups
composed of six to ten members, and
share their thoughts on a specific topic
or issue.
ANSWER: Small Group Discussions
23Concerned with cost reduction,
maintenance of proper inventories,
preparation of budgets, justification of
capital expenditures, determination of
goals, definition of supervisor
responsibilities, payment of salaries,
enforcement of regulations.
ANSWER: Business Control
24. Typical Filipino employee works to
provide for his family and if they can
earn more for them, the better. This is
why they prefer tobe rewarded with
cash than receiving awards or being
celebrated.
ANSWER: Cash Trumps Awards
25-27. Give at least 3 Development
Activities
*Leadership development program
*Coaching
*Executive coaching
*Mentoring
*Action learning
*Acceleration pool
28. is a desirable skill in most
positions. Employees need to divide
their time effectively across their
projects. You can measure their time-
management skills by calculating the
percentage of missed deadlines,
turnaround time or how quickly they
complete tasks.